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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 784-795 |
| Number of pages | 12 |
| Journal | International Journal of Artificial Intelligence in Education |
| Volume | 26 |
| Issue number | 2 |
| DOIs | |
| State | Published - Jun 1 2016 |
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Keywords
- Adaptive collaborative learning support
- Computer-supported collaborative learning
- Instructional theory
- Theory of collaborative learning
ASJC Scopus subject areas
- Computational Theory and Mathematics
- Education
Cite this
Different Futures of Adaptive Collaborative Learning Support. / Rummel, Nikol; Walker, Erin; Aleven, Vincent.
In: International Journal of Artificial Intelligence in Education, Vol. 26, No. 2, 01.06.2016, p. 784-795.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Different Futures of Adaptive Collaborative Learning Support
AU - Rummel, Nikol
AU - Walker, Erin
AU - Aleven, Vincent
PY - 2016/6/1
Y1 - 2016/6/1
N2 - 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.
AB - 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.
KW - Adaptive collaborative learning support
KW - Computer-supported collaborative learning
KW - Instructional theory
KW - Theory of collaborative learning
UR - http://www.scopus.com/inward/record.url?scp=84963569453&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84963569453&partnerID=8YFLogxK
U2 - 10.1007/s40593-016-0102-3
DO - 10.1007/s40593-016-0102-3
M3 - Article
AN - SCOPUS:84963569453
VL - 26
SP - 784
EP - 795
JO - International Journal of Artificial Intelligence in Education
JF - International Journal of Artificial Intelligence in Education
SN - 1560-4292
IS - 2
ER -