Talk:Interactive Communication

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Table 2 in the Annual Report 2007 uses the subclusters listed below. The first one (collaboration) is the same as those on the wiki page. The other two are different.


  • Learning from Problem Solving while Observing Worked Examples (Craig Gadgil, & Chi)
  • The effects of elaborative dialog on problem solving and learning (Hausmann & Chi, 2005)
  • The effects of interaction on robust learning (Hausmann & VanLehn, 2007)
  • Collaborative Extensions to the Cognitive Tutor Algebra: Scripted Collaborative Problem Solving (Rummel, Diziol, McLaren, & Spada)
  • Collaborative Extensions to the Cognitive Tutor Algebra: A Peer Tutoring Addition (Walker, McLaren, Koedinger, & Rummel)


  • Deep-level questions during example studying (Craig & Chi)
  • Reflective Dialogues (Katz, Connelly & Treacy)
  • Post-practice reflection (Katz & Connelly)
  • Does Treating Student Uncertainty as a Learning Impasse Improve Learning in Spoken Dialogue Tutoring? (Forbes-Riley & Litman)

Self-explanation and examples

  • The self-correction of speech errors (McCormick, O’Neill & Siskin)
  • Does it matter who generates the explanations? (Hausmann & VanLehn, 2006)
  • Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher)
  • Scaffolding Problem Solving with Embedded Example to Promote Deep Learning (Ringenberg & VanLehn) [Also relevant to Coordinative Learning, Examples]

The following projects, which are listed on the wiki page, do not appear in Table 2:

  • Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren) [Also relevant to Refinement & Fluency, Knowledge component analysis]
  • Understanding culture from film (Ogan, Aleven & Jones) [Also relevant to Refinement & Fluency, Explicit instruction and manipulations of attention & discrimination]
  • Does learning from worked-out examples improve tutored problem solving? (Renkl, Aleven & Salden) [Also relevant to Coordinative Learning, Examples]