<html><head></head><body style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; "><div><div style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; "><div style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; "><div><font class="Apple-style-span" color="#000000"><br></font></div><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:<br><br></span></font><i><font class="Apple-style-span" size="4"><span class="Apple-style-span" style="font-size: 14px;"> CALL FOR PAPERS<br></span></font></i><font class="Apple-style-span" size="4"><span class="Apple-style-span" style="font-size: 14px;"><br>The 3rd Workshop on Intelligent Support in Exploratory Environments</span></font><div><font class="Apple-style-span" size="4"><span class="Apple-style-span" style="font-size: 14px;"><br>In the International Conference of the Learning Sciences (ISEE@ICLS’10)<br><br></span></font><b><font class="Apple-style-span" size="4"><span class="Apple-style-span" style="font-size: 14px;">Striking a Balance Between Free and Guided Exploration<br></span></font></b><font class="Apple-style-span" size="4"><span class="Apple-style-span" style="font-size: 14px;"><br></span></font><a href="https://sites.google.com/a/lkl.ac.uk/isee/isee-10"><font class="Apple-style-span" size="4"><span class="Apple-style-span" style="font-size: 14px;">https://sites.google.com/a/lkl.ac.uk/isee/isee-10</span></font></a><font class="Apple-style-span" size="4"><span class="Apple-style-span" style="font-size: 14px;"><br><br></span></font><span class="Apple-tab-span" style="white-space:pre"><font class="Apple-style-span" size="4"><span class="Apple-style-span" style="font-size: 14px;"> </span></font></span><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;"><font class="Apple-style-span" size="4"><span class="Apple-style-span" style="font-size: 14px;">Deadline for extended abstracts: March 15<br></span></font><br>:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:<br></span></font><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;"><br>OBJECTIVES</span></font></i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;"><br>Exploratory Learning Environments (ELE) are virtual environments that adhere to constructivist theories of learning emphasizing learner control. However, research suggests that lack of sufficient explicit support may undermine their effectiveness. Advanced technologies provide opportunities to supply learners with the right information at the right time. This workshop, 3rd in a series, focuses on striking a balance between free and guided exploration and provides a forum for conceptualizing and raising requirements for intelligent support in ELE.</span></font><div><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;"><br>The workshop is expected to lead to a special IJLS issue.</span></font></div><div><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;"><br>:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:<br><br></span></font><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">TOPICS</span></font></i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;"><br>While all relevant submissions are welcome, authors are encouraged to discuss the following aspects regarding intelligent support in exploratory environments:<br>1. </span></font><b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">Type of task: </span></font></b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">What tasks are best suitable for ELE? How should these tasks be structured and scaffolded? <br>2. </span></font><b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">Learning in ELE: </span></font></b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">How do students learn in ELE? How do students learn from failed attempts? What makes productive vs. unproductive learning trajectories? That is, what "floundering" or errors at the domain level are useful, vs. what errors waste students' time or cause unnecessary confusion? How can we tell these apart? <br>3. </span></font><b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">Type of support: </span></font></b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">What support can aid students' learning without reducing critical features of constructivist learning? <br>4. </span></font><b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">Timing of support: </span></font></b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">When should feedback be given? What type of errors requires intervention? How can a system identify these errors? <br>5. </span></font><b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">Collaboration scenarios: </span></font></b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">What learning tasks can most benefit from collaboration? How can collaborative work be supported? <br>6. </span></font><b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">Support for teachers: </span></font></b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">What support do teachers need to attend to the needs of their students? <br>7. </span></font><b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">Research methods: </span></font></b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">How can we assess different learning trajectories in ELE? What techniques can be used to analyze students' learning processes and outcomes in real time and after the fact? How can we best apply cognitive task analysis, data mining, and other techniques, to answer the previous questions? <br><br>:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:<br><br></span></font><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">IMPORTANT DATES:</span></font></i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;"><br>· Extended Abstract deadline: </span></font><b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">March 15</span></font></b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">, 2010, midnight Hawaii time<br>· Notification of acceptance: </span></font><b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">March 30</span></font></b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">, 2010<br>· Online Discussions start: </span></font><b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">June 15</span></font></b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">, 2009<br>· Workshop: half-day, Tuesday, </span></font><b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">June 29</span></font></b><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">, 2010 9:00AM – 12:30PM<br><br>:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:<br><br></span></font><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">WORKSHOP FORMAT</span></font></i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;"><br>The workshop will be discussion-oriented, framed around specific questions. The aim therefore is to have fruitful discussion prior and during the workshop rather than a mini-conference format.<br>In particular, the methodology used will be based on an adaptation of the 'learning discussion forum' (aka Learning Cafe Methodology) which involves experts' introductions and group discussions ensuring that all participants can have a direct impact in addressing the workshop questions. This methodology has been successfully implemented in<br>previous conferences and editions of this workshop.<br><br>The workshop will conclude with plans for the future, one of which being a special IJLS issue on the topic based on the body of work presented in this and previous workshops.<br><br>:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:<br><br></span></font><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;">SUBMISSION</span></font></i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;"><br>Authors should submit extended abstracts that clearly address one or more of the questions to be explored at the workshop. We especially encourage submissions of work based on empirical data. All submissions will be refereed in order to decide on acceptance.<br><br>Submissions should be 1-2 pages long and should include title, authors, and a summary of the authors’ contribution to the workshop in relation to one or more of the topics above. References and figures can take up to one additional page. Papers should be A4 or letter size, with at least 1” margins on each side, font size 12 points, and space of 1.5 lines between lines. Accepted formats are pdf, doc, rtf, or odt.<br><br>The accepted abstracts will be discussed online prior to the workshop and form the basis for the discussions on the day of the workshop.<br><br>Submit your papers to </span></font><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;"><a href="mailto:isee.icls10@idoroll.org"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px; ">isee.icls10@idoroll.org</span></font></a>.<br><br>Thank you,</span></font></div><div><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;"><br>Workshop co-chairs:<br>· Ido Roll (Carl Wieman Science Education Initiative, University of British Columbia, Canada)<br>· Manolis Mavrikis (Institute of Education - University of London, UK) <br>· Sergio Gutiérrez Santos (Birkbeck College - University of London, UK)<br><br>Advisory board:<br>· Vincent Aleven (Carnegie Mellon University, USA)<br>· Ryan Baker (Worcester Polytechnic Institute, USA)<br>· Vania Dimitrova (University of Leeds, UK)<br>· Wouter van Joolingen (University of Twente, The Netherlands)<br>· Ken Koedinger (Carnegie Mellon University)<br>· Rose Luckin (London Knowledge Lab, UK)<br>· Richard Noss (Institute of Education, UK)<br><br><blockquote type="cite"></blockquote></span></font></div></div></div></div><div style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; "><div style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; "><div><div><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 12px;"><div> </div></span></font></div></div></div></div></div><br></body></html>