Beyond the chalkboard: computer support for collaboration and problem solving in meetings
Communications of the ACM
The computer as a tool for learning through reflection
Learning Issues for Intelligent Tutoring Systems
Rapidly building synchronous collaborative applications by direct manipulation
CSCW '98 Proceedings of the 1998 ACM conference on Computer supported cooperative work
Supporting flexible roles in a shared space
CSCW '98 Proceedings of the 1998 ACM conference on Computer supported cooperative work
Design for individuals, design for groups: tradeoffs between power and workspace awareness
CSCW '98 Proceedings of the 1998 ACM conference on Computer supported cooperative work
Envisioning communication: task-tailorable representations of communication in asynchronous work
CSCW '98 Proceedings of the 1998 ACM conference on Computer supported cooperative work
Designs for collaborative learning environments: can specialization encourage knowledge integration?
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Does a shared screen make a shared solution?
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
The cognitive skill of coaching collaboration
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Team tutoring systems: reifying roles in problem solving
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
IEEE Intelligent Systems
Using Dialogue Features to Predict Trouble During Collaborative Learning
User Modeling and User-Adapted Interaction
The concept of workspaces: redefined for e-learning
Advanced Technology for Learning
Group Modeling in Social Learning Environments
International Journal of Distance Education Technologies
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We are building a collaborative learning environement that supports teams of students as they collaborate synchronously and remotely to solve situated, multi-step problems involving algebraic modeling. Our system, named Algebra Jam, provides a set of tools to help students overcome two of the most serious impediments to successful collaboration: establishing common ground and maintaining group focus. These tools include tethered and untethered modes of operation including discrepancy notification, a goal-oriented team blackboard, object-oriented chat with collabicons, reification of problem solving roles, and the optional inclusion of a tutor agent as a virtual team participant. The tutor agent not only offers help and feedback on problem solving actions but also accumulates evidence about individual and group problem solving performance in a Bayesian inference network. The system is envisioned as a testbed for developing theories of teaming.