Conflict resolution in virtual locations

The growing use of telematic ways of communication and of the new developments of Artificial Intelligence, brought along new ways of doing business, now in an electronic format, and requiring a new legal approach. Thus, there is an obvious need for legal changes and adaptations, not only concerning a new approach of traditional legal institutes, but also concerning a need for new developments in procedural means. Transactions are now undertaken in fractions of seconds, through the telematic networks, requiring more efficient ways for solving conflicts; on the other hand, the fact that we must now consider commercial transactions totally undertaken within an electronic environment (“online transactions”) leads to an obligation of rethinking the ways of solving disputes, that will inevitably arise from electronic commerce. It is an important change already taking place, pointing out to various ways of alternative dispute resolution and, among all these ways, letting us already perceive different possibilities of using the new technologies in order to reach faster and more efficient ways (still also “fair”) of solving commercial disputes. It is a whole new evolution towards a growing use not only alternative dispute resolution, but also, towards the so-called on-line dispute resolution.The work described in this paper is included in TIARAC - Telematics and Artificial Intelligence in Alternative Conflict Resolution Project (PTDC/JUR/71354/2006), which is a research project supported by FCT (Science & Technology Foundation), Portugal

Maximizing the Benefits of Collaborative Learning in the College Classroom

abstract: This study tested the effects of two kinds of cognitive, domain-based preparation tasks on learning outcomes after engaging in a collaborative activity with a partner. The collaborative learning method of interest was termed "preparing-to-interact," and is supported in theory by the Preparation for Future Learning (PFL) paradigm and the Interactive-Constructive-Active-Passive (ICAP) framework. The current work combined these two cognitive-based approaches to design collaborative learning activities that can serve as alternatives to existing methods, which carry limitations and challenges. The "preparing-to-interact" method avoids the need for training students in specific collaboration skills or guiding/scripting their dialogic behaviors, while providing the opportunity for students to acquire the necessary prior knowledge for maximizing their discussions towards learning. The study used a 2x2 experimental design, investigating the factors of Preparation (No Prep and Prep) and Type of Activity (Active and Constructive) on deep and shallow learning. The sample was community college students in introductory psychology classes; the domain tested was "memory," in particular, concepts related to the process of remembering/forgetting information. Results showed that Preparation was a significant factor affecting deep learning, while shallow learning was not affected differently by the interventions. Essentially, equalizing time-on-task and content across all conditions, time spent individually preparing by working on the task alone and then discussing the content with a partner produced deeper learning than engaging in the task jointly for the duration of the learning period. Type of Task was not a significant factor in learning outcomes, however, exploratory analyses showed evidence of Constructive-type behaviors leading to deeper learning of the content. Additionally, a novel method of multilevel analysis (MLA) was used to examine the data to account for the dependency between partners within dyads. This work showed that "preparing-to-interact" is a way to maximize the benefits of collaborative learning. When students are first cognitively prepared, they seem to make the most efficient use of discussion towards learning, engage more deeply in the content during learning, leading to deeper knowledge of the content. Additionally, in using MLA to account for subject nonindependency, this work introduces new questions about the validity of statistical analyses for dyadic data.Dissertation/ThesisPh.D. Educational Psychology 201

Conversational homes

As devices proliferate, the ability for us to interact with them in an intuitive and meaningful way becomes increasingly challenging. In this paper we take the typical home as an experimental environment to investigate the challenges and potential solutions arising from ever-increasing device proliferation and complexity. We show a potential solution based on conversational interactions between “things” in the environment where those things can be either machine devices or human users. Our key innovation is the use of a Controlled Natural Language (CNL) technology as the underpinning information representation language for both machine and human agents, enabling humans and machines to trivially “read” the information being exchanged. The core CNL is augmented with a conversational protocol enabling different speech acts to be exchanged within the system. This conversational layer enables key contextual information to be conveyed, as well as providing a mechanism for translation from the core CNL to other forms, such as device specific API requests, or more easily consumable human representations. Our goal is to show that a single, uniform language can support machine- machine, machine-human, human-machine and human-human interaction in a dynamic environment that is able to rapidly evolve to accommodate new devices and capabilities as they are encountered