Talk:Interactive Communication: Difference between revisions

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pslc, wikieditor
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Vanlehn (talk | contribs)
pslc, wikieditor
234 edits
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Table 2 in the Annual Report 2007 uses the subclusters listed below.  The first one (collaboration) is the same as those on the wiki page.  The other two are different.
Table 2 in the Annual Report 2007 differs slightly from the wiki page.  Below are the differences


Collaboration
* The "Tell vs. Elicit" theme is called "Self-explanations and examples" in Table 2.
* Learning from Problem Solving while Observing Worked Examples (Craig Gadgil, & Chi)
* The effects of elaborative dialog on problem solving and learning (Hausmann & Chi, 2005)
* The effects of interaction on robust learning (Hausmann & VanLehn, 2007)
* Collaborative Extensions to the Cognitive Tutor Algebra: Scripted Collaborative Problem Solving (Rummel, Diziol, McLaren, & Spada)
* Collaborative Extensions to the Cognitive Tutor Algebra: A Peer Tutoring Addition (Walker, McLaren, Koedinger, & Rummel)


* This project was included in the Questioning theme; now included in "Tell vs. Elicit" theme:
** Does Treating Student Uncertainty as a Learning Impasse Improve Learning in Spoken Dialogue Tutoring? (Forbes-Riley & Litman)


Questioning
* The following projects, which are listed on the wiki page, do not appear in Table 2:
 
** Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren) [Also relevant to Refinement & Fluency, Knowledge component analysis]
* Deep-level questions during example studying (Craig & Chi)
** Understanding culture from film (Ogan, Aleven & Jones) [Also relevant to Refinement & Fluency, Explicit instruction and manipulations of attention & discrimination]
* Reflective Dialogues (Katz, Connelly & Treacy)
* Post-practice reflection (Katz & Connelly)
* Does Treating Student Uncertainty as a Learning Impasse Improve Learning in Spoken Dialogue Tutoring? (Forbes-Riley & Litman)
 
Self-explanation and examples
 
* The self-correction of speech errors (McCormick, O’Neill & Siskin)
* Does it matter who generates the explanations? (Hausmann & VanLehn, 2006)
* Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher)
* Scaffolding Problem Solving with Embedded Example to Promote Deep Learning (Ringenberg & VanLehn) [Also relevant to Coordinative Learning, Examples]
 
 
The following projects, which are listed on the wiki page, do not appear in Table 2:
 
* Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren) [Also relevant to Refinement & Fluency, Knowledge component analysis]
* Understanding culture from film (Ogan, Aleven & Jones) [Also relevant to Refinement & Fluency, Explicit instruction and manipulations of attention & discrimination]
* Does learning from worked-out examples improve tutored problem solving? (Renkl, Aleven & Salden) [Also relevant to Coordinative Learning, Examples]

Latest revision as of 01:14, 11 May 2007

Table 2 in the Annual Report 2007 differs slightly from the wiki page. Below are the differences

  • The "Tell vs. Elicit" theme is called "Self-explanations and examples" in Table 2.
  • This project was included in the Questioning theme; now included in "Tell vs. Elicit" theme:
    • Does Treating Student Uncertainty as a Learning Impasse Improve Learning in Spoken Dialogue Tutoring? (Forbes-Riley & Litman)
  • The following projects, which are listed on the wiki page, do not appear in Table 2:
    • Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren) [Also relevant to Refinement & Fluency, Knowledge component analysis]
    • Understanding culture from film (Ogan, Aleven & Jones) [Also relevant to Refinement & Fluency, Explicit instruction and manipulations of attention & discrimination]
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