Different Futures of Adaptive Collaborative Learning Support

Autor/inn/en	Rummel, Nikol; Walker, Erin; Aleven, Vincent
Titel	Different Futures of Adaptive Collaborative Learning Support
Quelle	In: International Journal of Artificial Intelligence in Education, 26 (2016) 2, S.784-795 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1560-4292
DOI	10.1007/s40593-016-0102-3
Schlagwörter	Artificial Intelligence; Cooperative Learning; Futures (of Society); Electronic Learning; Computer Assisted Instruction; Educational Theories; Educational Trends; Imagination; Vignettes; Educational Research; Trend Analysis; Intelligent Tutoring Systems; Technological Advancement + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Kooperatives Lernen; Future; Society; Zukunft; Computer based training; Computerunterstützter Unterricht; Educational theory; Theory of education; Bildungstheorie; Bildungsentwicklung; Bildungsforschung; Pädagogische Forschung; Trendanalyse; Intelligentes Tutorsystem; Technological development; Technologische Entwicklung
Abstract	In this position paper we contrast a Dystopian view of the future of adaptive collaborative learning support (ACLS) with a Utopian scenario that--due to better-designed technology, grounded in research--avoids the pitfalls of the Dystopian version and paints a positive picture of the practice of computer-supported collaborative learning 25 years from now. We discuss research that we see as important in working towards a Utopian future in the next 25 years. In particular, we see a need to work towards a comprehensive instructional framework building on educational theory. This framework will allow us to provide nuanced and flexible (i.e. intelligent) ACLS to collaborative learners--the type of support we sketch in our Utopian scenario. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01