We review a representative selection of systems that support the management
of collaborative learning interaction, and characterize them within
a simple classification framework. The framework distinguishes between
mirroring systems, which display basic actions to collaborators,
metacognitive tools, which represent the state of interaction via
a set of key indicators, and coaching systems, which offer advice
based on an interpretation of those indicators. The reviewed systems
are further characterized by the type of interaction data they assimilate,
the processes they use for deriving higher-level data representations,
the variables or indicators that characterize these representations,
and the type of feedback they provide to students and teachers. This
overview of technological capabilities is designed to lay the groundwork
for further research into which technological solutions are appropriate
for which learning situations.
%0 Journal Article
%1 Soller:2005:ijaie
%A Soller, Amy
%A Martínez, Alejandra
%A Jermann, Patrick
%A Muehlenbrock, Martin
%D 2005
%J Int. J. of Artificial Intelligence in Education
%K imported thesis
%N 4
%P 261--290
%T From Mirroring to Guiding: A Review of State of the Art Technology
for Supporting Collaborative Learning
%U http://iospress.metapress.com/content/dyrlcql4wxwutcqc/
%V 15
%X We review a representative selection of systems that support the management
of collaborative learning interaction, and characterize them within
a simple classification framework. The framework distinguishes between
mirroring systems, which display basic actions to collaborators,
metacognitive tools, which represent the state of interaction via
a set of key indicators, and coaching systems, which offer advice
based on an interpretation of those indicators. The reviewed systems
are further characterized by the type of interaction data they assimilate,
the processes they use for deriving higher-level data representations,
the variables or indicators that characterize these representations,
and the type of feedback they provide to students and teachers. This
overview of technological capabilities is designed to lay the groundwork
for further research into which technological solutions are appropriate
for which learning situations.
@article{Soller:2005:ijaie,
abstract = {We review a representative selection of systems that support the management
of collaborative learning interaction, and characterize them within
a simple classification framework. The framework distinguishes between
mirroring systems, which display basic actions to collaborators,
metacognitive tools, which represent the state of interaction via
a set of key indicators, and coaching systems, which offer advice
based on an interpretation of those indicators. The reviewed systems
are further characterized by the type of interaction data they assimilate,
the processes they use for deriving higher-level data representations,
the variables or indicators that characterize these representations,
and the type of feedback they provide to students and teachers. This
overview of technological capabilities is designed to lay the groundwork
for further research into which technological solutions are appropriate
for which learning situations.},
added-at = {2017-03-16T11:50:55.000+0100},
author = {Soller, Amy and Mart\'inez, Alejandra and Jermann, Patrick and Muehlenbrock, Martin},
biburl = {https://www.bibsonomy.org/bibtex/202c8e9442564790f10424bb635c28636/krevelen},
interhash = {493a9a3176536ab90cd1e7b85c4ee39c},
intrahash = {02c8e9442564790f10424bb635c28636},
journal = {Int. J. of Artificial Intelligence in Education},
keywords = {imported thesis},
number = 4,
owner = {Rick},
pages = {261--290},
timestamp = {2017-03-16T11:54:14.000+0100},
title = {From Mirroring to Guiding: A Review of State of the Art Technology
for Supporting Collaborative Learning},
url = {http://iospress.metapress.com/content/dyrlcql4wxwutcqc/},
volume = 15,
year = 2005
}