Interaccion social

Modelos de interaccion

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International Journal of Artificial Intelligence in Education (2001), 12, to appear
Supporting SocialInteraction in an Intelligent Collaborative
Learning System
Amy L. Soller Learning Research and Development Center and Intelligent Systems
Program, University of Pittsburgh, 3939 O’Hara Street, Pittsburgh, PA 15260-5159
soller@pitt.edu, http://lesgold42.lrdc.pitt.edu
Abstract: Students learning effectively in groups encourage each other to ask questions, explain
and justify their opinions,articulate their reasoning, and elaborate and reflect upon their
knowledge. The benefits of collaborative learning, however, are only achieved by active, well-
functioning teams. This paper presents a model of collaborative learning designed to help an
intelligent collaborative learning system identify and target group interaction problem areas.
The model describes potential indicators of effectivecollaborative learning, and for each
indicator, recommends strategies for improving peer interaction. This collaborative learning
model drove the design and development of two tools that automate the coding, and aid the
analysis of collaborative learning conversation and activity. Empirical evaluation of these tools
confirm that effective learning teams are comprised of active participants whodemand
explanations and justification from their peers. The distribution of conversational skills used by
members of a supportive group committed to their teammates’ learning is compared to that of
an unfocused, unsupportive group. The results suggest that structured, high-level knowledge of
student conversation in context may be sufficient for automating the assessment of group
interaction,furthering the possibility of an intelligent collaborative learning system that can
support and enhance the group learning process.
INTRODUCTION
The rapid advance of networking technology has enabled universities and corporate training
programs to reach out and educate students who, because of schedule or location constraints,
would not otherwise be able to take advantage of many educationalopportunities. This new
technological capability demands software that can support structured, on-line learning
activities; thus we have recently seen the rapid development of computer-supported
collaborative learning (CSCL) systems (Guzdial et al., 1997; Jermann and Dillenbourg, 1999;
Scardamalia and Bereiter, 1994; Singley, Fairweather, and Swerling, 1999; Suthers, Weiner,
Connelly, and...