Connections: new ways of working in the networked organization
Connections: new ways of working in the networked organization
Learning to Design, Designing to Learn: Using Technology to Transform the Curriculum
Learning to Design, Designing to Learn: Using Technology to Transform the Curriculum
Using asynchronous computer conferencing to support the teaching of computing and ethics
Annals of cases on information technology
An architecture for supporting vicarious learning in a distributed environment
Proceedings of the 2004 ACM symposium on Applied computing
Vicarious learning from educational dialogue
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Generating expository dialogue from monologue: motivation, corpus and preliminary rules
HLT '10 Human Language Technologies: The 2010 Annual Conference of the North American Chapter of the Association for Computational Linguistics
Vicarious learning from tutorial dialogue
EC-TEL'10 Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice
The influence of modality on deep-reasoning questions
International Journal of Learning Technology
Data-oriented monologue-to-dialogue generation
HLT '11 Proceedings of the 49th Annual Meeting of the Association for Computational Linguistics: Human Language Technologies: short papers - Volume 2
The CODA system for monologue-to-dialogue generation
SIGDIAL '11 Proceedings of the SIGDIAL 2011 Conference
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The role of dialogue in learning is considered with respect to the use of educational technology. The Vicarious Learner project aims to create a re‐usable resource base of learning dialogues from which later learners can benefit. This depends on effective dialogues arising within computer‐based media, so that they can be captured. The conditions for effective dialogue are dependent not only on the technology, but on structures and conventions surrounding its use. Two studies are described, from which it emerges that new structures are needed. A notion of Task Directed Discussions (TDDs) is developed, through which effective dialogues are explicitly encouraged. A theoretical framework for the re‐use of such dialogues is described. © IFIP, published by Kluwer Academic Publishers