Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4364
Title: Team Tutoring Systems: Reifying Roles in Problem Solving
Authors: Singley, Mark K.
Fairweather, Peter G.
Swerling, Steven
Issue Date: Dec-1999
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Singley, M. K., Fairweather, P. G., & Swerling, S. (1999). Team Tutoring Systems: Reifying Roles in Problem Solving. In Hoadley, C. M. & Roschelle, J. (Eds.), Proceedings of the Computer Support for Collaborative Learning (CSCL) 1999 Conference. Palo Alto, CA: International Society of the Learning Sciences.
Abstract: We are pursuing the notion of a Team Tutoring System, an intelligent tutoring system that monitors and manages teams of students as they collaborate synchronously and remotely to solve extended, distributed, multi-step problems. Our system, named Algebra Jam, provides opportunities for each team member to take on a variety of roles in order to come to know the domain from a variety of perspectives. To do this, we are defining a typology of collaborative problem solving roles, reifying these roles at the problem solving interface, and accumulating evidence about individual behavior and group problem solving performance in a Bayesian inference network.
URI: https://doi.dx.org/10.22318/cscl1999.756
https://repository.isls.org//handle/1/4364
Appears in Collections:CSCL 1999

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