Peer conversations for e-learning in the grid

Authors:
Marc Eisenstadt;Jiří Komzák;Stefano A. Cerri
Affiliations:
Knowledge Media Institute, The Open University, Milton Keynes, UK;Knowledge Media Institute, The Open University, Milton Keynes, UK;LIRMM, CNRS & Université Montpellier II, Montpellier Cedex 5, France
Venue:
ELeGI'05 Proceedings of the 1st international ELeGI conference on Advanced Technology for Enhanced Learning
Year:
2005

Citing 4
Cited 2

Integrating communication and information through ContactMap

Communications of the ACM - Supporting community and building social capital
Smart Mobs: The Next Social Revolution

Smart Mobs: The Next Social Revolution
Perfect presence: What does this mean for the design of virtual learning environments?

Education and Information Technologies
Dynamic learning agents and enhanced presence on the grid

3LeGE-WG'03 Proceedings of the 3rd international LeGE-WG conference on GRID Infrastructure to Support Future Technology Enhanced Learning

An empirical study of potentials of adoption of grid computing as a vehicle for tertiary institutions collaboration

International Journal of Business Information Systems
A scenario based analysis of e-collaboration environments

ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems

Quantified Score

Hi-index	0.00

Visualization

Abstract

We take the view of 'learning as a conversational process', and argue that this can be extended to include the notions of peer-group interactions among students, tutors, and even artificial agents. This in turn lends itself to an approach to distributed conversation which builds upon modern Instant Messaging tools, and extends such tools to include what we call enhanced presence: a way of monitoring the availability of (and interacting with) fellow students and tutors at a distance. We describe a scenario being developed in the recently-started European Learning Grid Infrastructure 'ELeGI' project, deploying our own BuddySpace tools, and describe the novel contributions that this approach can bring to e-learning.