-------- Original Message -------- Subject: [WI] Call for Articles: Learning Technology Newsletter - Issue on Adative and Intelligent Systems for Collaborative Learning Date: Mon, 28 Nov 2011 15:36:05 -0700 From: Sabine Graf sabine.graf@ieee.org To: wi@aifb.uni-karlsruhe.de

Call For Articles - LEARNING TECHNOLOGY NEWSLETTER (ISSN 1438-0625) publication of IEEE Computer Society Technical Committee on Learning Technology (TCLT) http://www.ieeetclt.org/content/newsletter

SPECIAL ISSUE ON Adaptive and Intelligent Systems for Collaborative Learning

Guest Editor: Assist. Professor Dr. Stavros Demetriadis Department of Informatics, Aristotle University of Thessaloniki, Greece Email: sdemetri@csd.auth.gr

* Deadline for submission: January 6th, 2012

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.

This special 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:

Modeling& Assessment . Theoretical approaches on adaptive/intelligent methods addressing needs of group learners. . Group/Individual modeling in collaborative contexts. . Modeling effective and ineffective student collaboration. . Methods and tools for the design and operationalization of adaptive systems for collaborative learning. . Interaction analysis techniques to inform the flexible behavior of the systems. . 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).

Orchestration/Support . Adaptive/Intelligent methods for supporting the orchestration of activities in collaborative learning contexts . Adaptive and intelligent forms of tutoring/scaffolding/scripting in collaborative learning settings. . Adaptive/Intelligent methods for setting up conditions conducive to collaboration. . Adaptive/Intelligent support for peer-interaction.

Technology . Architectures and frameworks for building or testing AICLS systems. . AI and 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 **

* Submission procedure:

1. The articles in the newsletter are limited to 1000 words. Over-length articles will not be published.

2. 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 appropriate places.

3. Please send the manuscripts by email as attachment to sdemetri@csd.auth.gr (Subject: Learning Technology January 2012 Submission).

4. In the email, please state clearly that the manuscript is original material that has not been published, and is not being considered for publication elsewhere.

For further information please see http://www.ieeetclt.org/content/newsletter.

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