International Journal of Artificial Intelligence in Education
Who Says Three's a Crowd? Using a Cognitive Tutor to Support Peer Tutoring
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Empowering researchers to detect interaction patterns in e-collaboration
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Experience Structuring Factors Affecting Learning in Family Visits to Museums
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
A New Paradigm for Intelligent Tutoring Systems: Example-Tracing Tutors
International Journal of Artificial Intelligence in Education
Context-dependent awareness support in open collaboration environments
User Modeling and User-Adapted Interaction
Ecological content sequencing: from simulated students to an effective user study
International Journal of Learning Technology
Support for the teacher in technology-enhanced collaborative classroom
Education and Information Technologies
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Our long-term research goal is to provide cognitive tutoring of collaboration within a collaborative software environment. This is a challenging goal, as intelligent tutors have traditionally focused on cognitive skills, rather than on the skills necessary to collaborate successfully. In this paper, we describe progress we have made toward this goal. Our first step was to devise a process known as bootstrapping novice data (BND), in which student problem-solving actions are collected and used to begin the development of a tutor. Next, we implemented BND by integrating a collaborative software tool, Cool Modes, with software designed to develop cognitive tutors (i.e., the cognitive tutor authoring tools). Our initial implementation of BND provides a means to directly capture data as a foundation for a collaboration tutor but does not yet fully support tutoring. Our next step was to perform two exploratory studies in which dyads of students used our integrated BND software to collaborate in solving modeling tasks. The data collected from these studies led us to identify five dimensions of collaborative and problem-solving behavior that point to the need for abstraction of student actions to better recognize, analyze, and provide feedback on collaboration. We also interviewed a domain expert who provided evidence for the advantage of bootstrapping over manual creation of a collaboration tutor. We discuss plans to use these analyses to inform and extend our tools so that we can eventually reach our goal of tutoring collaboration.