[ACT-R-users] One week left: CFA: Intelligent Support in Exploratory Environments (ISEE at ICLS'10)

[Ido Roll]

(apologies for cross posting)

The submission deadline for extended abstracts is only one week away (March 15). 

The 3rd Workshop on Intelligent Support in Exploratory Environments: 
Striking a Balance Between Free and Guided Exploration

To be held in conjunction with ICLS 2010.

Looking forward to a stimulating discussion,

Ido Roll
Manolis Mavrikis
Sergio Gutiérrez Santos




On 19 February 2010 18:53, Ido Roll <ido at phas.ubc.ca> wrote:
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>          CALL FOR ABSTRACTS
> 
> The 3rd Workshop on Intelligent Support in Exploratory Environments
> In the International Conference of the Learning Sciences (ISEE at ICLS’10)
> 
> Striking a Balance Between Free and Guided Exploration
> 
> https://sites.google.com/a/lkl.ac.uk/isee/isee-10
> 
> Deadline for extended abstracts: March 15
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> OBJECTIVES
> 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.
> The workshop is expected to lead to a special IJLS issue.
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> TOPICS
> While all relevant submissions are welcome, authors are encouraged to
> discuss the following aspects regarding intelligent support in exploratory
> environments:
> 1. Type of task: What tasks are best suitable for ELE? How should these
> tasks be structured and scaffolded?
> 2. Learning in ELE: 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?
> 3. Type of support: What support can aid students' learning without
> reducing critical features of constructivist learning?
> 4. Timing of support: When should feedback be given? What type of
> errors requires intervention? How can a system identify these errors?
> 5. Collaboration scenarios: What learning tasks can most benefit from
> collaboration? How can collaborative work be supported?
> 6. Support for teachers: What support do teachers need to attend to the
> needs of their students?
> 7. Research methods: 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?
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> IMPORTANT DATES:
> ·       Extended Abstract deadline: March 15, 2010, midnight Hawaii time
> ·       Notification of acceptance: March 30, 2010
> ·       Online Discussions start: June 15, 2009
> ·       Workshop: half-day, Tuesday, June 29, 2010 9:00AM – 12:30PM
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> WORKSHOP FORMAT
> 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.
> 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
> previous conferences and editions of this workshop.
> 
> 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.
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> SUBMISSION
> 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.
> 
> 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.
> 
> The accepted abstracts will be discussed online prior to the workshop and
> form the basis for the discussions on the day of the workshop.
> 
> Submit your papers to isee.icls10 at idoroll.org.
> 
> Thank you,
> Workshop co-chairs:
> ·     Ido Roll (Carl Wieman Science Education Initiative, University of British Columbia, Canada)
> ·     Manolis Mavrikis (Institute of Education - University of London, UK)
> ·     Sergio Gutiérrez Santos (Birkbeck College - University of London, UK)
> 
> Advisory board:
> ·     Vincent Aleven (Carnegie Mellon University, USA)
> ·     Ryan Baker (Worcester Polytechnic Institute, USA)
> ·     Vania Dimitrova (University of Leeds, UK)
> ·     Wouter van Joolingen (University of Twente, The Netherlands)
> ·     Ken Koedinger (Carnegie Mellon University)
> ·     Rose Luckin (London Knowledge Lab, UK)
> ·     Richard Noss (Institute of Education, UK)
> 
> 
> 




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