Different Futures of Adaptive Collaborative Learning Support

Nikol Rummel, Erin Walker, Vincent Aleven

Research output: Contribution to journalArticle

14 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)784-795
Number of pages12
JournalInternational Journal of Artificial Intelligence in Education
Volume26
Issue number2
DOIs
StatePublished - Jun 1 2016

Fingerprint

Paint
scenario
learning
educational theory

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 journalArticle

Rummel, Nikol ; Walker, Erin ; Aleven, Vincent. / Different Futures of Adaptive Collaborative Learning Support. In: International Journal of Artificial Intelligence in Education. 2016 ; Vol. 26, No. 2. pp. 784-795.
@article{a2c3bf05a16c4b7e9f5d67925288eb28,
title = "Different Futures of Adaptive Collaborative Learning Support",
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.",
keywords = "Adaptive collaborative learning support, Computer-supported collaborative learning, Instructional theory, Theory of collaborative learning",
author = "Nikol Rummel and Erin Walker and Vincent Aleven",
year = "2016",
month = "6",
day = "1",
doi = "10.1007/s40593-016-0102-3",
language = "English (US)",
volume = "26",
pages = "784--795",
journal = "International Journal of Artificial Intelligence in Education",
issn = "1560-4292",
publisher = "IOS Press",
number = "2",

}

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 -