Integrating argumentation with social conversation between multiple virtual coaches

This paper presents progress and challenges in developing a platform for multi-character, argumentation based, interaction with a group of virtual coaches for healthcare advice and promotion of healthy behaviours. Several challenges arise in the development of such a platform, e. g., choosing the most effective way of utilising argumentation between the coaches with multiple perspectives, handling the presentation of these perspectives and finally, the personalisation and adaptation of the platform to the user types. In this paper, we present the three main challenges recognized, and show how we aim to address these.</p

Ethical challenges in argumentation and dialogue in a healthcare context.

As the average age of the population increases, so too do the number of people living with chronic illnesses. With limited resources available, the development of dialogue-based e-health systems that provide justified general health advice offers a cost-effective solution to the management of chronic conditions. It is however imperative that such systems are responsible in their approach. We present in this paper two main challenges for the deployment of e-health systems, that have a particular relevance to dialogue and argumentation: collecting and handling health data, and trust. For both challenges, we look at specific issues therein, outlining their importance in general, and describing their relevance to dialogue and argumentation. Finally, we go on to propose six recommendations for handling these issues, towards addressing the main challenges themselves, that act both as general advice for dialogue and argumentation research in the e-health domain, and as a foundation for future work on this topic

A Pedagogy for Original Synners

Part of the Volume on Digital Young, Innovation, and the UnexpectedThis essay begins by speculating about the learning environment of the class of 2020. It takes place entirely in a virtual world, populated by simulated avatars, managed through the pedagogy of gaming. Based on this projected version of a future-now-in-formation, the authors consider the implications of the current paradigm shift that is happening at the edges of institutions of higher education. From the development of programs in multimedia literacy to the focus on the creation of hybrid learning spaces (that combine the use of virtual worlds, social networking applications, and classroom activities), the scene of learning as well as the subjects of education are changing. The figure of the Original Synner is a projection of the student-of-the-future whose foundational literacy is grounded in their ability to synthesize information from multiple information streams

Complete Issue 55(1)

Complete digitized issue (volume 55, issue 1, Spring 2018) of Speaker & Gavel

Improving Hybrid Brainstorming Outcomes with Scripting and Group Awareness Support

Previous research has shown that hybrid brainstorming, which combines individual and group methods, generates more ideas than either approach alone. However, the quality of these ideas remains similar across different methods. This study, guided by the dual-pathway to creativity model, tested two computer-supported scaffolds – scripting and group awareness support – for enhancing idea quality in hybrid brainstorming. 94 higher education students,grouped into triads, were tasked with generating ideas in three conditions. The Control condition used standard hybrid brainstorming without extra support. In the Experimental 1 condition, students received scripting support during individual brainstorming, and students in the Experimental 2 condition were provided with group awareness support during the group phase in addition. While the quantity of ideas was similar across all conditions, the Experimental 2 condition produced ideas of higher quality, and the Experimental 1 condition also showed improved idea quality in the individual phase compared to the Control condition

Volume 35, 1998 Speaker and Gavel

Complete digitized volume (volume 35, 1998) of Speaker & Gavel

High School Biology Teachers\u27 Integration of Argumention in the Context of Disciplinary Literacy Coaching

Scientific argumentation is a core scientific practice. Although scientific argumentation has been linked to increased learning of scientific content, improved reading, writing, and critical thinking, traditional science classrooms have not included scientific argumentation. Teachers often have little experience learning or teaching science through argumentation and need support to integrate this complex practice of science into their classrooms. This study compared four high school biology teachers’ instruction of scientific argumentation as they worked with a literacy coach. Data were collected through interviews, audio recordings of classroom instruction and literacy coaching sessions, and artifacts. After analyzing the data, several key findings stood out from this study. First, all of the teachers incorporated instruction that research has identified as supportive of student learning of scientific argumentation. Second, the teachers’ learning goals or purposes for scientific argumentation informed the decisions they made as they incorporated scientific argumentation. Third, teacher experiences were especially important in teachers’ instructional decisions when their beliefs and experiences were contradictory. Finally, all teachers, regardless of the amount of argumentation instruction they incorporated into their classroom developed better understandings of scientific argumentation and best practices to support student learning

Reconsidering RepStat rules in dialectic games.

Prohibition of repeated statements has benefits for the tractability and predictability of dialogues carried out by machines, but doesn't match the real world behaviour of people. This gap between human and machine behaviour leads to problems when formal dialectical systems are applied in conversational AI contexts. However, the problem of handling statement repetition gives insight into wider issues that stem partly from the historical focus on formal dialectics to the near exclusion of descriptive dialectics. In this paper we consider the problem of balancing the needs of machines versus those of human participants through the consideration of both descriptive and formal dialectics integrated within a single overarching dialectical system. We describe how this approach can be supported through minimal extension of the Dialogue Game Description Language