Abstract
In this paper we will focus on one aspect, the organizational model of distance education. Our attempt is on the one hand to improve the interaction between the participants — teachers, tutors and students — and on the other hand to support actively some group tasks in distance learning settings. This is the main motivation, but we aim also at exploring and characterizing the underlying generic tasks involved (either individual or group), the degree of automatic support that can be provided in terms of the knowledge required, and the viability of a conceptual model and its scope. A proposal for coordination modeling based on a knowledge-based approach is presented. This approach is particularly appropriate for a distance learning environment because contents are highly révisable with time, allowing the system to be adapted to the experience and criteria modification of the coordinated group and because explanation is a key feature both in learning and collaboration activities. The long-term goal is to create a framework where cognitive architectures for active group support could be defined.
Research supported by the CICYT (Comisiön Interministerial de Ciencia y Tecnología)
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© 1994 Springer-Verlag Berlin Heidelberg
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Cuena, J., García-Serrano, A., Verdejo, M.F. (1994). The Role of Knowledge Based Systems for Automatic Coordination in Distance Learning. In: Verdejo, M.F., Cerri, S.A. (eds) Collaborative Dialogue Technologies in Distance Learning. NATO ASI Series, vol 133. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-57899-1_13
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DOI: https://doi.org/10.1007/978-3-642-57899-1_13
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