The
workshop will consist of paper presentations, discussion sessions, and possibly
a demo session. The workshop will be organized thematically. Approximately
three themes will be selected based on the paper submissions. Possible themes
include (but are not limited to):
§
Conceptual
frameworks and theoretical models of metacognition and SRL,
§
Empirical
studies of learners’ metacognitive processing and SRL during learning of
complex topics/tasks with CBLEs,
§
CBLE
features designed to support metacognitive processing and SRL (e.g., adaptive
help-seeking behavior, explicit scaffolding techniques, questioning techniques,
etc.), and their individual and combined role in supporting learners’ emerging
understanding of the task/topic/domain,
§
System
issues associated with difficulties in detecting, monitoring, modeling, and
fostering learners’ metacognitive processing and SRL.
§
AI
techniques and frameworks necessary to detect, monitor, and foster students’
metacognitive monitoring and SRL.
There
will be one session for each theme, led by a researcher knowledgeable in that
area. During each session, there will be a small number of paper presentations
followed by a discussion and a brief wrap-up by the session leader. The
discussion will focus on comparing and contrasting different approaches and
exploring whether the new metaphor (i.e., using computers as MetaCognitive
Tools for enhancing students learning) is adequate in accounting for the
various phases and areas of learning.
Presenters
will be asked to relate their papers to the session theme as part of their
presentation. Further, presenters will be asked to study the other papers in
their session, so that during their presentation they can compare and contrast
their approach to others, as a way to kick off the discussion. All accepted
papers and abstracts will be made available on the workshop web site.
Since
the AIED 2003 conference emphasizes the importance of design, one of the themes
of the workshop will be to explore related design issues and provide guidelines
for developers of CBLEs for school and professional domains. Presenters will be
asked to include a “design guidelines” section in their papers based on their
research and assessment of the effectiveness of system features designed to
support metacognitive monitoring and SRL.
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