Computer-Supported Argumentation Learning: A Survey of Teachers, Researchers, and System Developers

Abstract. Argumentation is omnipresent in our lives and therefore an important skill to learn. While classic face-to-face argumentation and debate has advantages in helping people learn to argue better, it does not scale up, limited by teacher time and availability. Computer-supported argumentation (CSA) is a viable alternative in learning to argue, currently increasing in popularity. In this paper, we present results from a survey we conducted with experts on argu-mentation learning systems, one which provides a glimpse on future directions

Ein Autorenwerkzeug zur Konfiguration von eLearning-Argumentationsframeworks

Argumentationsfertigkeiten sind essentiell in vielen Bereichen des Lebens. Dies gilt sowohl auf privater als auch auf geschäftlicher Ebene. Daher spielt die Ausbildung von Argumentations-fertigkeiten eine zentrale Rolle. Eine Möglichkeit, diese Ausbildung zu unterstützen, sind com-puterbasierte Argumentationssysteme, die sich jedoch oftmals als zu unflexibel für den Einsatz über Domänengrenzen hinweg herausgestellt haben. Dieser Beitrag beschreibt das für ver-schiedene Domänen speziell konfigurierbare LASAD Argumentationsframework und zeigt, dass komplexe Konfigurationsmechanismen durch entsprechende Hilfsmittel beherrschbar bleiben können

Digital writing technologies in higher education : theory, research, and practice

This open access book serves as a comprehensive guide to digital writing technology, featuring contributions from over 20 renowned researchers from various disciplines around the world. The book is designed to provide a state-of-the-art synthesis of the developments in digital writing in higher education, making it an essential resource for anyone interested in this rapidly evolving field. In the first part of the book, the authors offer an overview of the impact that digitalization has had on writing, covering more than 25 key technological innovations and their implications for writing practices and pedagogical uses. Drawing on these chapters, the second part of the book explores the theoretical underpinnings of digital writing technology such as writing and learning, writing quality, formulation support, writing and thinking, and writing processes. The authors provide insightful analysis on the impact of these developments and offer valuable insights into the future of writing. Overall, this book provides a cohesive and consistent theoretical view of the new realities of digital writing, complementing existing literature on the digitalization of writing. It is an essential resource for scholars, educators, and practitioners interested in the intersection of technology and writing