@inproceedings{roll2010invention,
  added-at = {2012-02-05T23:35:21.000+0100},
  author = {Roll, I. and Aleven, V. and Koedinger, K.},
  biburl = {http://www.bibsonomy.org/bibtex/25ef80c896354d96906b6a50b5d40e57e/yish},
  booktitle = {Intelligent Tutoring Systems},
  interhash = {2669d7ceb238f681504dbe258da73923},
  intrahash = {5ef80c896354d96906b6a50b5d40e57e},
  keywords = {aied inquiry intelligent its learning support tutoring},
  organization = {Springer},
  pages = {115--124},
  timestamp = {2012-02-05T23:35:21.000+0100},
  title = {The invention lab: Using a hybrid of model tracing and constraint-based modeling to offer intelligent support in inquiry environments},
  url = {http://idoroll.org/proceedings/files/Roll_ITS10.pdf},
  year = 2010
}

@inproceedings{citeulike:7681407,
  abstract = {This paper focuses on microworlds, a special type of Exploratory Learning Environment, where students freely interact with the system to create their own models and constructions. Most microworlds developed so far provide integrated scaffolds to help students\^{a} learning process, but the nature of the interaction makes it difficult to design, develop and evaluate explicit adaptive support according to students\^{a} needs. Building on previous work in the field, this paper proposes a layered approach that simplifies the development and allows both formative and summative evaluation of the different components of the system. As a case study, we present the development of intelligent support for a microworld in the MiGen project, and discuss its evaluation that includes both technical and pedagogical experts of the team.},
  added-at = {2012-02-05T23:07:32.000+0100},
  address = {Berlin, Heidelberg},
  author = {Gutierrez-Santos, Sergio and Mavrikis, Manolis and Magoulas, George},
  biburl = {http://www.bibsonomy.org/bibtex/2f957e58ddf496366ddcaa86a1fb4d7b2/yish},
  booktitle = {Proceedings of the Tenth International Conference on Intelligent Tutoring Systems: Bridges to Learning},
  chapter = 15,
  editor = {Aleven, Vincent and Kay, Judy and Mostow, Jack},
  interhash = {a2b7fd2cc60a16664143e5f48e37008c},
  intrahash = {f957e58ddf496366ddcaa86a1fb4d7b2},
  isbn = {978-3-642-13387-9},
  keywords = {aied intelligent its migen support},
  pages = {105--114},
  publisher = {Springer Berlin / Heidelberg},
  series = {Lecture Notes in Computer Science},
  timestamp = {2012-02-05T23:07:32.000+0100},
  title = {Layered Development and Evaluation for Intelligent Support in Exploratory Environments: The Case of Microworlds},
  url = {http://dx.doi.org/10.1007/978-3-642-13388-6\_15},
  volume = 6094,
  year = 2010
}

@inproceedings{PatternWorkshop2007AIED,
  added-at = {2011-02-09T01:34:33.000+0100},
  address = {Amsterdam},
  author = {Devedzic, Vladan and Good, Judith and Harrer, Andreas and Luckin, Rose and Pearce, Darren and Retalis, Symeon and Robertson, Judy},
  biburl = {http://www.bibsonomy.org/bibtex/273f0f9cf9c41026a082713a43179a771/yish},
  booktitle = {Artificial Intelligence in Education - Building Technology Rich Learning Contexts that Work},
  description = {Collide Publications},
  editor = {Luckin, Rosemary and Koedinger, Kenneth R. and Greer, Jim},
  interhash = {60540a821f81e915fbfa52236233156d},
  intrahash = {73f0f9cf9c41026a082713a43179a771},
  keywords = {aied centred design designpatterns education learner learner-centered patterns technology},
  pages = 715,
  publisher = {IOS Press},
  series = {Frontiers in Artificial Intelligence and Applications},
  timestamp = {2011-02-09T01:34:33.000+0100},
  title = {The Design of AIED Systems: Learner-Centred and Design Pattern Approaches},
  volume = 158,
  year = 2007
}

@article{rickel2001building,
  abstract = {Our research objective is to develop computer tutors that collaborate with students on tasks
in simulated environments. Towards this end, we seek to integrate two separate but related research
threads: intelligent tutoring systems (ITS) and collaborative dialogue systems (CDS).
Research on ITS [10] focuses on computer tutors that adapt to individual students based on
the target knowledge the student is expected to learn and the presumed state of the student’s
current knowledge. Research on CDS (e.g., [5]), with an equally long history, focuses on
computational models of human dialogue for collaborative tasks.
Unfortunately, there has been a surprising lack of cross-fertilization between these two
research areas. Work on tutorial dialogue for ITS has not leveraged general models of collaborative
dialogue. Similarly, research on collaborative dialogues has focused on modeling
conversations between peers or between an expert and novice, but has rarely addressed tutorial
issues.},
  added-at = {2009-10-26T20:38:13.000+0100},
  author = {Rickel, Jeff and Lesh, Neal and Rich, Charles and Sidner, Candace L. and Gertner, Abigail},
  biburl = {http://www.bibsonomy.org/bibtex/2cadf3625b40d529071872458d599ac2b/yish},
  booktitle = {Proceedings of Tenth International Conference on AI in Education},
  interhash = {6e0f049b40b4d16676a9033d810afa51},
  intrahash = {cadf3625b40d529071872458d599ac2b},
  keywords = {AI AIED ITS analysis collaborative convsation cscl design discourse education language learning postviva social},
  pages = {592--594},
  timestamp = {2009-10-26T20:38:13.000+0100},
  title = {{Building a bridge between intelligent tutoring and collaborative dialogue systems}},
  url = {http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.28.9400&rep=rep1&type=pdf},
  year = 2001
}

@article{dimitrova2002dai,
  abstract = {Our work explores an interactive open learner modelling (IOLM) approach where a learner is provided with the means to inspect and discuss the learner model. This paper presents the design and implementation of a communication medium for IOLM. We justify an approach of inspecting and discussing the learner model in a graphical manner using conceptual graphs.
Based on a empirical study we draw design recommendations, taken into account in the implementation of the communication medium in STyLE-OLM - an IOLM system in a terminological domain. The potential and improvements of the medium are discussed on the basis of study with STyLE-OLM.},
  added-at = {2008-09-16T23:57:21.000+0200},
  author = {Dimitrova, Vania and Brna, Paul and Self, John},
  biburl = {http://www.bibsonomy.org/bibtex/2b7cc8ffd4b5d337bf9ae8aceb0237ec0/yish},
  interhash = {8b5ee1159c083adcc9628f36b78d418d},
  intrahash = {b7cc8ffd4b5d337bf9ae8aceb0237ec0},
  keywords = {AIED ITS elearning learner learning modelling openlearnermodels semantic wleformativeeassessment},
  publisher = {Springer},
  timestamp = {2008-09-16T23:57:21.000+0200},
  title = {The Design and Implementation of a Graphical Communication Medium for Interactive Open Learner Modelling},
  url = {http://www.comp.leeds.ac.uk/vania/papers/its2002.pdf},
  year = 2002
}

@article{zapatarivera2004iib,
  abstract = {Inspectable student models focus on the idea of letting students and teachers interact with the representation of the student that the system maintains. Both humans and the system can benefit from this interaction. By externalizing the student model and making it an object for inspection, several representational and interaction issues arise. This paper presents ViSMod (Visualization of Bayesian Student Models) an integrated tool to visualize and inspect distributed
Bayesian student models. Using ViSMod, students and teachers can understand, explore, inspect, and modify Bayesian student models. ViSMod offers a practical tool that helps students and
teachers to engage in negotiated assessment processes. Student models in ViSMod follow the Bayesian belief net backbone structure proposed by Reye (1996), which describes both cognitive and social aspects of the student. In addition, we report on a usability study of the ViSMod tool
and an exploratory study focused on the effects of employing various levels of guidance and support in the way students interact with inspectable Bayesian student models.},
  added-at = {2008-09-16T18:56:36.000+0200},
  author = {Zapata-Rivera, Juan-Diego and Greer, Jim E.},
  biburl = {http://www.bibsonomy.org/bibtex/2b8df74a659a212431ebe045f129c5fe9/yish},
  interhash = {e2a5f9ea1859a8a1c6e0b81a5b7e4459},
  intrahash = {b8df74a659a212431ebe045f129c5fe9},
  journal = {International Journal of Artificial Intelligence in Education},
  keywords = {AIED BayesianBeliefNetwork IST bayesian education elearning learner learning modelling openlearnermodels wleformativeeassessment},
  number = 2,
  pages = {127-163},
  publisher = {IOS Press},
  timestamp = {2008-09-16T18:56:36.000+0200},
  title = {Interacting with Inspectable Bayesian Student Models},
  url = {http://nth.wpi.edu/ResearchTopics/newPapers2006/pardosUM2007/releatedPapersByOthers/Zapata04%5B1%5D.pdf},
  volume = 14,
  year = 2004
}

@article{dimitrova2003soi,
  abstract = {There is a strong argument in Artificial Intelligence in Education which advocates that computer-based learning systems need to adapt to the needs of learners if they are to provide for effective personalised instruction (Self, 1999a). Diagnosing a learner's cognitive capacity is a crucial issue in building adaptive systems. We have explored an interactive open learner modelling (IOLM) approach which conceives diagnosis as an interactive process involving both a computer system and a learner that discuss and together construct the learner model. This paper outlines the architecture of an interactive open learner modelling system and illustrates the method in a terminological domain. We discuss an evaluative study of an IOLM demonstrator – a system called STyLE-OLM.
The results from the study demonstrate potential benefits of the method for improving the quality of the learner model and providing a means for fostering reflective thinking. We argue that IOLM is a fruitful approach which may be employed in intelligent learning environments both for obtaining a better model of a learner’s cognitive state and engaging learners in reflective activities.},
  added-at = {2008-09-16T18:50:24.000+0200},
  author = {Dimitrova, Vania},
  biburl = {http://www.bibsonomy.org/bibtex/2acf3ddd79e7e64bfccfdce019a6f416d/yish},
  interhash = {ce624cbed49a0c18fc23c15e709a2d7a},
  intrahash = {acf3ddd79e7e64bfccfdce019a6f416d},
  journal = {International Journal of Artificial Intelligence in Education},
  keywords = {AIED ITS eassessment education formative learner learning modelling openlearnermodeld wleformativeeassessment},
  number = 1,
  pages = {35-78},
  publisher = {IOS Press},
  timestamp = {2008-09-16T18:50:24.000+0200},
  title = {STyLE-OLM: Interactive Open Learner Modelling},
  url = {http://hal.inria.fr/docs/00/19/73/12/PDF/dimitrova03.pdf},
  volume = 13,
  year = 2003
}

@article{mabbott2004avk,
  abstract = {This paper describes a study in which individual learner models were built for students and presented to them with a choice of view. Students found it useful, and not confusing to be shown multiple representations of their knowledge, and individuals exhibited different preferences for which view they favoured. No link was established between these preferences and the students' learning styles. We describe the implications of these results for intelligent tutoring systems where interaction with the open learner model is individualised.
},
  added-at = {2008-09-16T18:33:29.000+0200},
  author = {Mabbott, Andrew and Bull, Susan},
  biburl = {http://www.bibsonomy.org/bibtex/26b37ef1aee98ac7cb6f6d62fe1a4af0e/yish},
  interhash = {92c1c5768706791dd6638a7ae4ceab3c},
  intrahash = {6b37ef1aee98ac7cb6f6d62fe1a4af0e},
  journal = {LECTURE NOTES IN COMPUTER SCIENCE},
  keywords = {AI AIED ITS artificial education intelligence learning modelling openlearnermodels wleformativeeassessment},
  pages = {689-698},
  publisher = {Springer},
  timestamp = {2008-09-16T18:33:29.000+0200},
  title = {Alternative Views on Knowledge: Presentation of Open Learner Models},
  url = {http://www.eee.bham.ac.uk/bull/papers-pdf/ITS04-pres.pdf},
  year = 2004
}

@article{gouli2002paa,
  abstract = {In this paper, we present a comprehensive framework for assessment, developed through the web-based module named PASS-Personalized ASSessment, which can be integrated in an Adaptive Educational Hypermedia System to provide personalized assessment. PASS estimates learner’s performance through multiple assessment options - pre-test, self-assessment and summative assessment - tailored to learner’s responses. The adaptive functionality of PASS, which is mainly based on the adaptive testing and the adaptive questions techniques, is described. The first results from the formative evaluation of PASS are encouraging, concerning the total number of questions posed to estimate learner’s knowledge level, which is usually less than the maximum needed and the accuracy of the outcome results compared to the estimations of the expert-tutor.},
  added-at = {2008-09-16T12:32:53.000+0200},
  author = {Gouli, Evangelia and Papanikolaou, Kyparisia and Grigoriadou, Maria},
  biburl = {http://www.bibsonomy.org/bibtex/2b40833bcca2bc9cceaeb74b2c415a47f/yish},
  interhash = {d969ef40a921fc3b0f8370eebd01ed04},
  intrahash = {b40833bcca2bc9cceaeb74b2c415a47f},
  journal = {LECTURE NOTES IN COMPUTER SCIENCE},
  keywords = {AIED ITS WLEFormativeEassessment adaptive assessment eassessment elearning environments learning multimedia teaching},
  pages = {153-163},
  publisher = {Springer},
  timestamp = {2008-09-16T12:32:53.000+0200},
  title = {Personalizing Assessment in Adaptive Educational Hypermedia Systems},
  url = {http://www.springerlink.com/content/6bf0t8uat75n8kvf/},
  year = 2002
}

@article{gouli2006ssp,
  added-at = {2008-09-16T12:20:36.000+0200},
  author = {Gouli, Evangelia and Gogoulou, Agoritsa and Grigoriadou, Maria},
  biburl = {http://www.bibsonomy.org/bibtex/2994d79f5df5dc919fba815140c7b1253/yish},
  interhash = {9dfde1bf50654c573a32d9e5600646ea},
  intrahash = {994d79f5df5dc919fba815140c7b1253},
  journal = {Proceedings of the ED-MEDIA 2006, World Conference on Educational Multimedia, Hypermedia \& Telecommunications},
  keywords = {AIED ITS WLEFormativeEassessment assessment' elearning learning peer},
  timestamp = {2008-09-16T12:20:36.000+0200},
  title = {Supporting Self-Peer-and Collaborative-Assessment through a Web-based Environment},
  year = 2006
}

@article{gouli2006ssp,
  added-at = {2008-09-14T01:52:32.000+0200},
  author = {Gouli, Evangelia and Gogoulou, Agoritsa and Grigoriadou, Maria},
  biburl = {http://www.bibsonomy.org/bibtex/2994d79f5df5dc919fba815140c7b1253/lkl_kss},
  interhash = {9dfde1bf50654c573a32d9e5600646ea},
  intrahash = {994d79f5df5dc919fba815140c7b1253},
  journal = {Proceedings of the ED-MEDIA 2006, World Conference on Educational Multimedia, Hypermedia \& Telecommunications},
  keywords = {AIED ITS WLEFormativeEassessment assessment elearning learning peer},
  timestamp = {2008-09-14T01:52:32.000+0200},
  title = {Supporting Self-Peer-and Collaborative-Assessment through a Web-based Environment},
  year = 2006
}

@article{gouli2002paa,
  abstract = {In this paper, we present a comprehensive framework for assessment, developed through the web-based module named PASS-Personalized ASSessment, which can be integrated in an Adaptive Educational Hypermedia System to provide personalized assessment. PASS estimates learner’s performance through multiple assessment options - pre-test, self-assessment and summative assessment - tailored to learner’s responses. The adaptive functionality of PASS, which is mainly based on the adaptive testing and the adaptive questions techniques, is described. The first results from the formative evaluation of PASS are encouraging, concerning the total number of questions posed to estimate learner’s knowledge level, which is usually less than the maximum needed and the accuracy of the outcome results compared to the estimations of the expert-tutor.},
  added-at = {2008-09-14T01:45:31.000+0200},
  author = {Gouli, Evangelia and Papanikolaou, Kyparisia and Grigoriadou, Maria},
  biburl = {http://www.bibsonomy.org/bibtex/2b40833bcca2bc9cceaeb74b2c415a47f/lkl_kss},
  interhash = {d969ef40a921fc3b0f8370eebd01ed04},
  intrahash = {b40833bcca2bc9cceaeb74b2c415a47f},
  journal = {LECTURE NOTES IN COMPUTER SCIENCE},
  keywords = {AIED ITS WLEFormativeEassessment adaptive assessment eassessment elearning environments learning multimedia teaching},
  pages = {153-163},
  publisher = {Springer},
  timestamp = {2008-09-14T01:45:31.000+0200},
  title = {Personalizing Assessment in Adaptive Educational Hypermedia Systems},
  url = {http://www.springerlink.com/content/6bf0t8uat75n8kvf/},
  year = 2002
}

@article{luckin2006des,
  abstract = {Designing new educational experiences, which utilize novel technologies, are usable by teachers and
learners and integrate well into existing, everyday educational contexts is extremely difficult. In this paper we
describe the process of Human Centred Design as a cyclic process of evolution. An initial system design vision is
communicated to a range of stakeholders and revised as informed by feedback from these users to produce a
modified vision. A cycle of presentations of the vision and modifications lead to the creation of system prototypes
that are increasingly grounded in a genuine understanding of user needs and context. The latter stages of this
process employ contextually evaluated semi-functional and functional prototypes, associated documentation and an
iteratively refined framework for data capture and analysis. We use the HOMEWORK system development as a
case study to demonstrate the use of this approach and to illustrate the benefits that user involvement in the design
process can bring to bear upon the development of an Interactive Learning Environment. We describe the type of
methodology that can help designers to reap these benefits and the resource implications arising from this work.
We conclude that the key output from the design process at each phase is more than the latest version of the system
prototype and a modified system vision; it is also the analytical methodology that has been iteratively developed in
parallel to the system software. It is this meta level analytical map that can add rigor to the design process and help
to make the findings generalise beyond the particular users involved in the design process.},
  added-at = {2007-11-10T02:01:07.000+0100},
  author = {Luckin, Rosemary and Underwood, Joshua and du Boulay, Benedict and Holmberg, Joe and Kerawalla, Lucinda and O’Connor, Jeanette and Smith, Hilary and Tunley, Hilary},
  biburl = {http://www.bibsonomy.org/bibtex/2faabc16d2bcd739ea0dbddb52648e009/yish},
  interhash = {4c54fa95a305f63bb755425d6356f0b8},
  intrahash = {faabc16d2bcd739ea0dbddb52648e009},
  journal = {International Journal of Artificial Intelligence in Education},
  keywords = {AIED asld-book centered design educational homework laptops ldg learner-centered learning learningdesigngrid lkl participatory postdocapplication teaching technology user},
  number = 4,
  pages = {353-380},
  publisher = {IOS Press},
  timestamp = {2007-11-10T02:01:07.000+0100},
  title = {Designing Educational Systems Fit for Use: A Case Study in the Application of Human Centred Design for AIED},
  url = {http://www.cogs.susx.ac.uk/users/bend/papers/ijaiedhomework.pdf},
  volume = 16,
  year = 2006
}