<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; ">(apologies for cross posting)<div><div 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><div style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; "><div><br></div><div>The submission deadline for extended abstracts is only one week away (March 15). </div><div><br></div><div><b><font class="Apple-style-span" size="4"><span class="Apple-style-span" style="font-size: 14px;">The 3rd Workshop on Intelligent Support in Exploratory Environments: </span></font></b></div><div><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</span></font></b></div><div><br></div><div>To be held in conjunction with ICLS 2010.</div><div><br></div><div>Looking forward to a stimulating discussion,</div><div><br></div><div>Ido Roll</div><div>Manolis Mavrikis</div><div>Sergio Gutiérrez Santos</div><div><br></div><div><br></div><div><br></div><div><br></div><div>On 19 February 2010 18:53, Ido Roll <<a href="mailto:ido@phas.ubc.ca">ido@phas.ubc.ca</a>> wrote:<br></div><blockquote type="cite"><br></blockquote><blockquote type="cite">:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"> CALL FOR ABSTRACTS<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">The 3rd Workshop on Intelligent Support in Exploratory Environments<br></blockquote><blockquote type="cite">In the International Conference of the Learning Sciences (ISEE@ICLS’10)<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Striking a Balance Between Free and Guided Exploration<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><a href="https://sites.google.com/a/lkl.ac.uk/isee/isee-10">https://sites.google.com/a/lkl.ac.uk/isee/isee-10</a><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Deadline for extended abstracts: March 15<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">OBJECTIVES<br></blockquote><blockquote type="cite">Exploratory Learning Environments (ELE) are virtual environments that adhere<br></blockquote><blockquote type="cite">to constructivist theories of learning emphasizing learner control. However,<br></blockquote><blockquote type="cite">research suggests that lack of sufficient explicit support may undermine<br></blockquote><blockquote type="cite">their effectiveness. Advanced technologies provide opportunities to supply<br></blockquote><blockquote type="cite">learners with the right information at the right time. This workshop, 3rd in<br></blockquote><blockquote type="cite">a series, focuses on striking a balance between free and guided exploration<br></blockquote><blockquote type="cite">and provides a forum for conceptualizing and raising requirements for<br></blockquote><blockquote type="cite">intelligent support in ELE.<br></blockquote><blockquote type="cite">The workshop is expected to lead to a special IJLS issue.<br></blockquote><blockquote type="cite">:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">TOPICS<br></blockquote><blockquote type="cite">While all relevant submissions are welcome, authors are encouraged to<br></blockquote><blockquote type="cite">discuss the following aspects regarding intelligent support in exploratory<br></blockquote><blockquote type="cite">environments:<br></blockquote><blockquote type="cite">1. Type of task: What tasks are best suitable for ELE? How should these<br></blockquote><blockquote type="cite">tasks be structured and scaffolded?<br></blockquote><blockquote type="cite">2. Learning in ELE: How do students learn in ELE? How do students learn<br></blockquote><blockquote type="cite">from failed attempts? What makes productive vs. unproductive learning<br></blockquote><blockquote type="cite">trajectories? That is, what "floundering" or errors at the domain level are<br></blockquote><blockquote type="cite">useful, vs. what errors waste students' time or cause unnecessary confusion?<br></blockquote><blockquote type="cite">How can we tell these apart?<br></blockquote><blockquote type="cite">3. Type of support: What support can aid students' learning without<br></blockquote><blockquote type="cite">reducing critical features of constructivist learning?<br></blockquote><blockquote type="cite">4. Timing of support: When should feedback be given? What type of<br></blockquote><blockquote type="cite">errors requires intervention? How can a system identify these errors?<br></blockquote><blockquote type="cite">5. Collaboration scenarios: What learning tasks can most benefit from<br></blockquote><blockquote type="cite">collaboration? How can collaborative work be supported?<br></blockquote><blockquote type="cite">6. Support for teachers: What support do teachers need to attend to the<br></blockquote><blockquote type="cite">needs of their students?<br></blockquote><blockquote type="cite">7. Research methods: How can we assess different learning trajectories in<br></blockquote><blockquote type="cite">ELE? What techniques can be used to analyze students' learning processes<br></blockquote><blockquote type="cite">and outcomes in real time and after the fact? How can we best apply<br></blockquote><blockquote type="cite">cognitive task analysis, data mining, and other techniques, to answer the<br></blockquote><blockquote type="cite">previous questions?<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">IMPORTANT DATES:<br></blockquote><blockquote type="cite">· Extended Abstract deadline: March 15, 2010, midnight Hawaii time<br></blockquote><blockquote type="cite">· Notification of acceptance: March 30, 2010<br></blockquote><blockquote type="cite">· Online Discussions start: June 15, 2009<br></blockquote><blockquote type="cite">· Workshop: half-day, Tuesday, June 29, 2010 9:00AM – 12:30PM<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">WORKSHOP FORMAT<br></blockquote><blockquote type="cite">The workshop will be discussion-oriented, framed around specific questions.<br></blockquote><blockquote type="cite">The aim therefore is to have fruitful discussion prior and during the<br></blockquote><blockquote type="cite">workshop rather than a mini-conference format.<br></blockquote><blockquote type="cite">In particular, the methodology used will be based on an adaptation of the<br></blockquote><blockquote type="cite">'learning discussion forum' (aka Learning Cafe Methodology)<br></blockquote><blockquote type="cite">which involves experts' introductions and group discussions ensuring that<br></blockquote><blockquote type="cite">all participants can have a direct impact in addressing the<br></blockquote><blockquote type="cite">workshop questions. This methodology has been successfully implemented in<br></blockquote><blockquote type="cite">previous conferences and editions of this workshop.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">The workshop will conclude with plans for the future, one of which being a<br></blockquote><blockquote type="cite">special IJLS issue on the topic based on the body of work presented in this<br></blockquote><blockquote type="cite">and previous workshops.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:~:<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">SUBMISSION<br></blockquote><blockquote type="cite">Authors should submit extended abstracts that clearly address one or more of<br></blockquote><blockquote type="cite">the questions to be explored at the workshop. We especially encourage<br></blockquote><blockquote type="cite">submissions of work based on empirical data. All submissions will be<br></blockquote><blockquote type="cite">refereed in order to decide on acceptance.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Submissions should be 1-2 pages long and should include title, authors, and<br></blockquote><blockquote type="cite">a summary of the authors’ contribution to the workshop in relation to one or<br></blockquote><blockquote type="cite">more of the topics above. References and figures can take up to one<br></blockquote><blockquote type="cite">additional page. Papers should be A4 or letter size, with at least 1”<br></blockquote><blockquote type="cite">margins on each side, font size 12 points, and space of 1.5 lines between<br></blockquote><blockquote type="cite">lines. Accepted formats are pdf, doc, rtf, or odt.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">The accepted abstracts will be discussed online prior to the workshop and<br></blockquote><blockquote type="cite">form the basis for the discussions on the day of the workshop.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Submit your papers to <a href="mailto:isee.icls10@idoroll.org">isee.icls10@idoroll.org</a>.<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Thank you,<br></blockquote><blockquote type="cite">Workshop co-chairs:<br></blockquote><blockquote type="cite">· Ido Roll (Carl Wieman Science Education Initiative, University of British Columbia, Canada)</blockquote><blockquote type="cite">· Manolis Mavrikis (Institute of Education - University of London, UK)<br></blockquote><blockquote type="cite">· Sergio Gutiérrez Santos (Birkbeck College - University of London, UK)<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite">Advisory board:<br></blockquote><blockquote type="cite">· Vincent Aleven (Carnegie Mellon University, USA)<br></blockquote><blockquote type="cite">· Ryan Baker (Worcester Polytechnic Institute, USA)<br></blockquote><blockquote type="cite">· Vania Dimitrova (University of Leeds, UK)<br></blockquote><blockquote type="cite">· Wouter van Joolingen (University of Twente, The Netherlands)<br></blockquote><blockquote type="cite">· Ken Koedinger (Carnegie Mellon University)<br></blockquote><blockquote type="cite">· Rose Luckin (London Knowledge Lab, UK)<br></blockquote><blockquote type="cite">· Richard Noss (Institute of Education, UK)<br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote><blockquote type="cite"><br></blockquote></div></div><br></div></div><br></div></div><br></div></div><br></body></html>