Supporting knowledge-base evolution with incremental formalization
CHI '94 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Spatial hypertext and the practice of information triage
HYPERTEXT '97 Proceedings of the eighth ACM conference on Hypertext
Augmenting organizational memory: a field study of answer garden
ACM Transactions on Information Systems (TOIS)
Facilitated hypertext for collective sensemaking: 15 years on from gIBIS
Proceedings of the 12th ACM conference on Hypertext and Hypermedia
Understanding the benefit and costs of communities of practice
Communications of the ACM - Supporting community and building social capital
E-Learning: Strategies for Delivering Knowledge in the Digital Age
E-Learning: Strategies for Delivering Knowledge in the Digital Age
Representational and advisory guidance for students learning scientific inquiry
Smart machines in education
Visualizing argumentation: software tools for collaborative and educational sense-making
Visualizing argumentation: software tools for collaborative and educational sense-making
Artificial argument assistants for defeasible argumentation
Artificial Intelligence - Special issue on AI and law
Using technology to transform communities of practice into knowledge-building communities
ACM SIGGROUP Bulletin - Special issue on online learning communities
Collaborative learning through computer-mediated argumentation
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
The Carneades model of argument and burden of proof
Artificial Intelligence
Design science in information systems research
MIS Quarterly
| Hi-index | 0.00 |
Argumentation has been pointed out as an important means to foster learning. However, contemporary argumentation tools only poorly support the learning dimension. This is mainly due to their emphasis on formal models, which does not align well with the learning process. This article presents CoPe_it!, an innovative web-based tool that supports collaboration and augments learning through argumentative discourses. The tool provides the means to manage individual and collective knowledge by adopting an incremental formalization approach. The authors demonstrate the tool's applicability to Communities of Practice and the authors discuss the potential of their approach in the context of e-Learning.