THE "POWER" OF TEXT PRODUCTION ACTIVITY IN COLLABORATIVE MODELING : NINE RECOMMENDATIONS TO MAKE A COMPUTER SUPPORTED SITUATION WORK

Language is not a direct translation of a speaker’s or writer’s knowledge or intentions. Various complex processes and strategies are involved in serving the needs of the audience: planning the message, describing some features of a model and not others, organizing an argument, adapting to the knowledge of the reader, meeting linguistic constraints, etc. As a consequence, when communicating about a model, or about knowledge, there is a complex interaction between knowledge and language. In this contribution, we address the question of the role of language in modeling, in the specific case of collaboration over a distance, via electronic exchange of written textual information. What are the problems/dimensions a language user has to deal with when communicating a (mental) model? What is the relationship between the nature of the knowledge to be communicated and linguistic production? What is the relationship between representations and produced text? In what sense can interactive learning systems serve as mediators or as obstacles to these processes

Towards humanising creativity?

Within the context of developing creativity discourse and policy, this paper begins by exploring a number of the tensions that emerged from research using an interdisciplinary framework to investigate creativity with English expert specialist dance teachers. The paper then interrogates and articulates the productive dynamics of one of these tensions that occur between individual, collaborative and communal creativity. This tension is discussed within the wider debate of individualised versus collaborative/communal creativity and the encouragement of the former by individualised, marketised creativity policies. It is argued that one constructive product of articulating how dance professionals negotiate this tension within education is a pertinent and helpful example of a more humane framework for creativity than that espoused by the individualised marketisation agenda. In turn the paper draws out the idea of humanising creativity as a productive process that has the potential to challenge aspects of the dominant policy discourse in an emergent way

A Plan-Based Model for Response Generation in Collaborative Task-Oriented Dialogues

This paper presents a plan-based architecture for response generation in collaborative consultation dialogues, with emphasis on cases in which the system (consultant) and user (executing agent) disagree. Our work contributes to an overall system for collaborative problem-solving by providing a plan-based framework that captures the {\em Propose-Evaluate-Modify} cycle of collaboration, and by allowing the system to initiate subdialogues to negotiate proposed additions to the shared plan and to provide support for its claims. In addition, our system handles in a unified manner the negotiation of proposed domain actions, proposed problem-solving actions, and beliefs proposed by discourse actions. Furthermore, it captures cooperative responses within the collaborative framework and accounts for why questions are sometimes never answered.Comment: 8 pages, to appear in the Proceedings of AAAI-94. LaTeX source file, requires aaai.sty and epsf.tex. Figures included in separate file

Sensemaking on the Pragmatic Web: A Hypermedia Discourse Perspective

The complexity of the dilemmas we face on an organizational, societal and global scale forces us into sensemaking activity. We need tools for expressing and contesting perspectives flexible enough for real time use in meetings, structured enough to help manage longer term memory, and powerful enough to filter the complexity of extended deliberation and debate on an organizational or global scale. This has been the motivation for a programme of basic and applied action research into Hypermedia Discourse, which draws on research in hypertext, information visualization, argumentation, modelling, and meeting facilitation. This paper proposes that this strand of work shares a key principle behind the Pragmatic Web concept, namely, the need to take seriously diverse perspectives and the processes of meaning negotiation. Moreover, it is argued that the hypermedia discourse tools described instantiate this principle in practical tools which permit end-user control over modelling approaches in the absence of consensus

Collaborating on Referring Expressions

This paper presents a computational model of how conversational participants collaborate in order to make a referring action successful. The model is based on the view of language as goal-directed behavior. We propose that the content of a referring expression can be accounted for by the planning paradigm. Not only does this approach allow the processes of building referring expressions and identifying their referents to be captured by plan construction and plan inference, it also allows us to account for how participants clarify a referring expression by using meta-actions that reason about and manipulate the plan derivation that corresponds to the referring expression. To account for how clarification goals arise and how inferred clarification plans affect the agent, we propose that the agents are in a certain state of mind, and that this state includes an intention to achieve the goal of referring and a plan that the agents are currently considering. It is this mental state that sanctions the adoption of goals and the acceptance of inferred plans, and so acts as a link between understanding and generation.Comment: 32 pages, 2 figures, to appear in Computation Linguistics 21-

Scaffolding Reflection: Prompting Social Constructive Metacognitive Activity in Non-Formal Learning

The study explores the effects of three different types of non-adaptive, metacognitive scaffolding on social, constructive metacognitive activity and reflection in groups of non-formal learners. Six triads of non-formal learners were assigned randomly to one of the three scaffolding conditions: structuring, problematising or epistemological. The triads were then asked to collaboratively resolve an ill-structured problem and record their deliberations. Evidence from think-aloud protocols was analysed using conversational and discourse analysis. Findings indicate that epistemological scaffolds produced more social, constructive metacognitive activity than either of the two other scaffolding conditions in all metacognitive activities except for task orientation, as well as higher quality interactions during evaluation and reflection phases. However, participants appeared to be less aware of their activities as forming a strategic, self-regulatory response to the problem. This may indicate that for learning transfer, it may be necessary to employ an adaptive, facilitated reflection on learners' activities