Understanding, building and using ontologies
International Journal of Human-Computer Studies
Understanding ontological engineering
Communications of the ACM - Supporting community and building social capital
Guest Editors' Introduction: Ontologies
IEEE Intelligent Systems
How Can We Form Effective Collaborative Learning Groups?
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Using Semantic Web Technologies to Analyze Learning Content
IEEE Internet Computing
The model of roles within an ontology development tool: Hozo
Applied Ontology - Roles, an interdisciplinary perspective
Adventures in the Boundary between Domain-Independent Ontologies and Domain Content for CSCL
KES '08 Proceedings of the 12th international conference on Knowledge-Based Intelligent Information and Engineering Systems, Part III
International Journal of Artificial Intelligence in Education
CoSMoS: Facilitating Learning Designers to Author Units of Learning Using IMS LD
Proceedings of the 2005 conference on Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation
Incorporating assessment in a pattern-based design process for CSCL scripts
Computers in Human Behavior
Looking Into Collaborative Learning: Design from Macro-and Micro-Script Perspectives
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Semantic Web Technologies for e-Learning: Volume 4 The Future of Learning
Semantic Web Technologies for e-Learning: Volume 4 The Future of Learning
The foundations of a theory-aware authoring tool for CSCL design
Computers & Education
Semantic search of tools for collaborative learning with the Ontoolsearch system
Computers & Education
Deployment of ontologies for an effective design of collaborative learning scenarios
CRIWG'07 Proceedings of the 13th international conference on Groupware: design implementation, and use
Supporting Collaborative Learning and E-Discussions Using Artificial Intelligence Techniques
International Journal of Artificial Intelligence in Education
From a pattern language to a pattern ontology approach for CSCL script design
ICCSA'11 Proceedings of the 2011 international conference on Computational science and its applications - Volume Part IV
An authoring tool to support the design and use of theory-based collaborative learning activities
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
JOINT: Java ontology integrated toolkit
Expert Systems with Applications: An International Journal
Automated instructional design for CSCL: A hierarchical task network planning approach
Expert Systems with Applications: An International Journal
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When the goal of group activities is to support long-term learning, the task of designing well-thought-out collaborative learning (CL) scenarios is an important key to success. To help students adequately acquire and develop their knowledge and skills, a teacher can plan a scenario that increases the probability for learning to occur. Such a scenario defines pedagogically sound structures that prevent off-task behavior and engage students in more meaningful interactions. The main difficulty in designing effective CL scenarios is transforming the teacher's intentions into elements that constitute the learning scenario. This problem is frequently observed when novice teachers attempt to improve the quality of learning and instruction by blending collaborative activities with individual activities without careful planning. With the goal of helping teachers in planning collaborative scenarios, we have developed an intelligent authoring tool referred to as CHOCOLATO using Semantic Web technologies (e.g. ontologies) in order to represent knowledge about different pedagogies and practices related to collaboration. Through the use of this knowledge, CHOCOLATO can provide intelligent guidance that helps teachers to create theory-based CL scenarios which has proven to be effective in a variety of situations. We evaluated it by conducting two experiments. We were interested in verifying whether the recommendations given by CHOCOLATO help novice teachers to design pedagogically sound CL activities, and if these activities help students to learn collaboratively in real classroom settings. The first experiment had the participation of 58 pre-service teachers that created CL scenarios with and without our authoring tool and the second experiment was carried out in a Brazilian public school together with 218 students. The results suggest that the guidance provided by CHOCOLATO do help novice teachers plan, understand and share CL scenarios more easily. They also suggest that the continuous utilization of well-designed theory-based CL activities create favorable conditions for students (particularly less knowledgeable ones) to improve their overall performance throughout the school year.