|
Theme and Scope
Adaptive systems for learning aim to intelligently regulate the settings of
the learning activity in order to tailor the experience to learner’s needs
and preferences.
The idea that learners in a collaborative learning situation can adaptively
be
supported by technology systems lies at the crossroad of Intelligent
Tutoring, Adaptive Hypermedia Systems and Computer-Supported Collaborative
Learning (CSCL), expanding the perspective of the fields and setting
innovative research agendas.
Lately, a significant research interest has emerged on the issue of
implementing adaptation methods in computer-supported collaborative learning
(CSCL) activities
(see,
for example, other relevant workshops, such as “Adaptive
Collaboration Support”, “Adapting
Activities Modelled by CSCL Scripts” and "Opportunities
for intelligent and adaptive behavior in collaborative learning systems").
Why should we build systems that adaptively support teammates? First,
because research has consistently emphasized that collaborating students
need specific type of carefully structured support, since free collaboration
conditions fail to engage all team members in productive learning
interactions. Second, because the fixed forms of support that are usually
available through computer-based systems (for example, predesigned
collaboration scripts) could become unnecessarily restrictive for partners (overscripting
the activity) or might not cater to important student needs that emerge
during the activity. Third, because intelligent adaptation mechanisms
integrated in CSCL systems could become key teacher-supportive tools when
practicing collaborative learning and help students significantly increase
the value of collaboration-generated benefits at both cognitive and
meta-cognitive level.
Early studies on the impact of employing adaptive forms of support in CSCL
settings have provided encouraging results, however, the agenda is open and
several intriguing questions are still far from being adequately addressed.
The scope of the IWASCL-2010 workshop is to provide the opportunity for an
informal meeting which facilitates the dissemination of knowledge in the
field, providing useful insights on existing state-of-the-art research. The
issue of adaptively managing and supporting the collaborative learning
activity can be approached from different but complementary perspectives and
may be of interest for researchers of various backgrounds (learning
scientists, educators, engineers/computer scientists, instructional
designers, the Learning Design community). Consequently, the focus of the
workshop is broad and includes methods, tools, formalization approaches,
early prototype design and evaluation, pedagogical issues, position papers,
etc. We especially welcome papers that describe speculative ideas, work in
progress, and discussions of challenging issues.
The first workshop in the series "IWASCL-2009" was
held in conjunction with the INCoS-2009 conference and resulted in a set of
seven (7) contributions (included in the Proceedings of INCoS-2009), that
highlighted diverse aspects of adaptive group-supportive mechanisms.
The IWASCL-2010 workshop aims to further continue this tradition and offer
to the participants the opportunity for a rewarding interactive experience
by exploring the multifaceted state-of-the-art research conducted in the
field.
The workshop will focus on (but is certainly not limited to) the following
topics:
-- Theoretical issues on adaptation methods and techniques for groups of
learners.
-- User and Group modeling to cater for adaptive system design.
-- Adaptive and intelligent forms of tutoring/scaffolding/scripting in CSCL
systems.
-- Adaptive collaboration support.
-- Methods and tools for the design and operationalization of adaptive
systems for collaborative learning.
-- Formalization efforts of the adaptive collaborative learning activity and
the role of the Learning Design.
-- Interaction analysis techniques to inform the adaptable and flexible
behavior of CSCL systems.
-- Expectations from adaptive systems for collaborative learning (e.g.
cost/benefit issues; the expected impact on learners' cognitive and
metacognitive level of learning).
top
Submission
Authors
are invited to submit a 6 page paper following the typical
IEEE 8.5" x 11" two-column format.
IEEE CPS templates to be found
here
Submission of IWASCL-2010 papers will be done through the
EasyChair Conference Submission System.
Please visit the
INCoS-2010 Submission page for further instructions.
top
Proceedings
Proceedings of the IWASCL-2010 workshop will be included in the INCoS-2010 volume, to
be published by IEEE Computer Society Press.
Authors of selected papers will be invited to submit
an
extended and updated version of their
work for inclusion in edited volume by Springer.
top
Registration
(tba)
top
Format
The workshop will be based on
a “working groups” format aiming to
facilitate group-discussion
and argumentation.
Accepted papers will be classified by organizers
in groups depending on their major characteristics (focus,
pedagogical perspective, research evidence presented, etc.). Extended
abstracts of accepted papers will be made available before the workshop to all participants so
that they will have time to review and reflect on the material.
All authors will be given time to concisely
present their work and answer other participants’ questions. Then
participants will be assigned to working groups and will be asked to reflect
on key issues and ideas raised by the presented papers. Representatives of
working groups will be asked to summarize the conclusions of their group and
discuss them with all participants.
top
Important dates
-
EXTENDED
deadline: JULY, 19th 2010
-
July 31, 2010 Notification
of Acceptance
-
September 20, 2010
Camera-Ready Submission
-
September 20, 2010
Conference & Workshop Registration
-
November 24-26, 2010 INCoS Conference and IWASCL Workshop
Workshop date: (tba)
top
Organizing Committee
Stavros
Demetriadis, Aristotle University of Thessaloniki,
Greece
Thanasis
Daradoumis, Open University of
Catalonia, Spain
Alexandros Paramythis, Johannes Kepler University Linz, Austria
Thrasyvoulos
Tsiatsos, Aristotle University of Thessaloniki,
Greece
(for
inquiries please contact Stavros Demetriadis,
sdemetri@csd.auth.gr)
top
Programme Committee
Thanasis Daradoumis, Open University of Catalonia, Spain
Stavros Demetriadis, Aristotle
University of Thessaloniki,
Greece
Yannis Dimitriadis, University of
Valladolid, Spain
Christine Ferraris, Université de Savoie, France
Kellie Grasman, Missouri University, USA
Davinia Hernandez-Leo, Universitat Pompeu Fabra, Barcelona, Spain
Angel Alejandro Juan Perez, Open University of Catalonia,
Spain
Maria Kordaki, University of the Aegean, Greece
Alexandros Paramythis, Johannes Kepler
University Linz, Austria
Donatella Persico,
Istituto Tecnologie Didattiche - CNR, Italy
Francesca Pozzi,
Istituto Tecnologie Didattiche - CNR, Italy
Nikol Rummel, Albert-Ludwigs-Universitët Freiburg, Germany
Thrasyvoulos Tsiatsos, Aristotle University
of Thessaloniki, Greece
Michalis Xenos, Hellenic Open University, Greece
top
|