Assist. Prof. Dr. Stavros Demetriadis
Department of Informatics,
Aristotle University of Thessaloniki, Greece
Deadline for submission: January 6th,
The idea that
learners in a collaborative learning situation can adaptively be supported by
technology systems lies at the crossroad of Intelligent Tutoring, Adaptive
Hypermedia Systems and Computer-Supported Collaborative Learning (CSCL),
expanding the perspective of the fields and setting innovative research agendas.
Also, the issue of introducing adaptive/intelligent methods for managing and
supporting the collaborative learning activity can be approached from different
but complementary perspectives and may be of interest for researchers of various
backgrounds (learning scientists, educators, engineers/computer scientists,
instructional designers, the Learning Design community). Moreover, current
research emphasizes that either providing no support at all (i.e. free
collaboration) or unwittingly imposing unnecessary restrictions to group
learners ("overscripting") may have detrimental effects on learning. Thus,
collaborating students need carefully structured support that could help them
significantly increase the value of collaboration-generated benefits at both
cognitive and meta-cognitive level.
Working in the
aforementioned context several research groups have made various contributions
leading gradually to the development of systems for adaptive and intelligent
collaborative learning support (AICLS systems). In general, these systems aim to
make pre-task interventions and support in-task peer interactions and learning
domain specific activities in pedagogical settings for collaborative learning.
System functionality is expected to improve learners' both domain knowledge and
collaboration skills, however, these benefits are subject to the learning design
and the capability of AICLS to adapt and intervene in an unobtrusive way.
issue aims to facilitate the dissemination of knowledge in the field and provide
useful insights on state-of-the-art research by including works that (a) analyze
critical design issues of AICLS systems, (b) present research evidence on the
impact of these systems on student learning, and (c) identify current trends and
open research questions in the field. The main areas of interest are (but they
are certainly not limited to) the following topics:
Theoretical approaches on adaptive/intelligent methods addressing
needs of group learners.
Group/Individual modeling in collaborative
effective and ineffective student collaboration.
and tools for the design and operationalization of adaptive systems for
Interaction analysis techniques to inform the flexible behavior of
Formalization efforts of the adaptive collaborative learning
activity and the role of the Learning Design.
Evaluating various aspects of adaptive/intelligent systems for
collaborative learning (e.g. cost/benefit issues; evaluating the impact on learning and development of metacognitive skills).
Adaptive/Intelligent methods for supporting the orchestration of
activities in collaborative learning contexts
and intelligent forms of tutoring/scaffolding/scripting in collaborative
Adaptive/Intelligent methods for setting up conditions conducive to
Adaptive/Intelligent support for
Architectures and frameworks for building or testing AICLS systems.
Web 2.0 tools & methods to integrate in AICLS systems.
We invite short articles,
case studies, and project reports for the January issue. This special issue will
be published in Volume 15, Issue 1 (January, 2012). Since several intriguing
questions are still far from being adequately addressed in the field we
especially welcome papers that describe speculative ideas, work in progress, and
discussions of challenging issues.
The newsletter is of non-refereed nature though the articles will be selected
and edited by the Guest Editor. **
The articles in the newsletter are limited to 1000 words. Over-length articles will not be published.
The manuscripts should be either in Word or RTF format. Any
figures used in the contributions would be required separately in a graphic
format (gif or jpeg). The figures should also be embedded in the text at
Please send the manuscripts by email as attachment to firstname.lastname@example.org (Subject: Learning Technology January 2012
the email, please state clearly that the manuscript is original material that
has not been published, and is not being considered for publication