Search results for author:"Pierre Dillenbourg"
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International Journal of Artificial Intelligence in Education Vol. 26, No. 2 (2016) pp. 544–560
How does AI&EdAIED today compare to 25 years ago? This paper addresses this evolution by identifying six trends. The trends are ongoing and will influence learning technologies going forward. First, the physicality of interactions and the...
EdMedia: World Conference on Educational Media and Technology Vol. 2010, No. 1 (Jun 29, 2010)
Orchestration refers to designing and conducting 'integrated' learning scenarios, i.e. scenarios that combine individual activities (reading, summarizing,...), team activities (arguing, explaining, problem solving,...) and class-wide activities ...
Some Technical Implications of Distributed Cognition on the Design on Interactive Learning Environments
Journal of Artificial Intelligence in Education Vol. 7, No. 2 (1996) pp. 161–79
Maintains that diagnosis, explanation, and tutoring, the functions of an interactive learning environment, are collaborative processes. Examines how human-computer interaction can be improved using a distributed cognition framework. Discusses...
EdMedia: World Conference on Educational Media and Technology Vol. 2018, No. 1 (2018)
Imagine you are a teacher and you found a nice simulation for your physics class tomorrow: how will you exploit it? Will you start of a short introductory lecture, even if it may spoil the discovery process? Will students use it individually or in...
Distance Education Vol. 29, No. 2 (August 2008) pp. 127–140
Discourse on e-learning propagated myths that generated overstatements regarding the effects of technologies on learning. No pedagogical approach could ever meet such overexpectations. The subsequent disappointment actually paves the way for...
International Journal of Computer-Supported Collaborative Learning Vol. 6, No. 4 (December 2011) pp. 491–514
Interactive tabletops are gaining increased attention from CSCL researchers. This paper analyses the relation between this technology and teaching and learning processes. At a global level, one could argue that tabletops convey a socio...
International Journal of Computer-Supported Collaborative Learning Vol. 3, No. 1 (March 2008) pp. 5–23
Macro scripts structure collaborative learning and foster the emergence of knowledge-productive interactions such as argumentation, explanations and mutual regulation. We propose a pedagogical model for the designing of scripts and illustrate this...
Interactive Learning Environments Vol. 2, No. 2 (1992) pp. 111–37
Presents a conceptual framework and notation for learner modelling in intelligent tutoring systems based on the computational distinction between behavior, behavioral knowledge, and conceptual knowledge and between the system, the learner, and the...
Journal of the Learning Sciences Vol. 15, No. 1 (2006) pp. 121–151
This article reports on an exploratory study of the relationship between grounding and problem solving in multimodal computer-mediated collaboration. This article examines two different media, a shared whiteboard and a MOO environment that includes...
International Journal of Educational Telecommunications Vol. 1, No. 2 (1995) pp. 131–146
Computer-mediated communication (CMC) renewed the interest for collaborative learning. Empirical findings show that collaborative learning is efficient, but only under some conditions. These conditions are not guaranteed by the use of CMC tools. It...
Computers & Education Vol. 51, No. 1 (August 2008) pp. 279–296
Two experimental studies test the effect of group mirrors upon quantitative and qualitative aspects of participation in collaborative problem solving. Mirroring tools consist of a graphical representation of the group's actions which is dynamically...
Instructional Science: An International Journal of the Learning Sciences Vol. 34, No. 2 (March 2006) pp. 97–129
This article presents an experimental study demonstrating how 120 learners use help tools in a virtual learning set-up. More specifically, several types of tutoring are investigated to find out the extent of the use of help tools in each. The...
Knowledge Interdependence with the Partner, Accuracy of Mutual Knowledge Model and Computer-Supported Collaborative Learning
European Journal of Psychology of Education Vol. 24, No. 2 (2009) pp. 129–144
The present study is part of a project aiming at empirically investigating the process of modeling the partner's knowledge (Mutual Knowledge Modeling or MKM) in Computer-Supported Collaborative Learning (CSCL) settings. In this study, a macro...
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 5 (September 2010) pp. 471–485
Animated graphics are extensively used in multimedia instructions explaining how natural or artificial dynamic systems work. As animation directly depicts spatial changes over time, it is legitimate to believe that animated graphics will improve...
International Journal of Computer-Supported Collaborative Learning Vol. 10, No. 2 (June 2015) pp. 183–208
Despite many years of research in CSCL, computers are still scarcely used in classrooms today. One reason for this is that the constraints of the classroom environment are neglected by designers. In this contribution, we present a CSCL environment...
IEEE Transactions on Learning Technologies Vol. 4, No. 3 (2011) pp. 222–232
We investigated the role that tangibility plays in a problem-solving task by observing logistic apprentices using either a multitouch or a tangible interface. Results showed that tangibility helped them perform the task better and achieve a higher...
Distance Education Vol. 35, No. 2 (2014) pp. 217–233
Research suggests that massive open online course (MOOC) students prefer to study in groups, and that social facilitation within the study groups may render the learning of difficult concepts a pleasing experience. We report on a longitudinal study...
Lars Kobbe; Armin Weinberger; Pierre Dillenbourg; Andreas Harrer; Raija Hamalainen; Paivi Hakkinen; Frank Fischer
International Journal of Computer-Supported Collaborative Learning Vol. 2, No. 2 (September 2007) pp. 211–224
Collaboration scripts facilitate social and cognitive processes of collaborative learning by shaping the way learners interact with each other. Computer-supported collaboration scripts generally suffer from the problem of being restrained to a...
- Dillenbourg, Pierre (18)
- Jermann, Patrick (2)
- Sangin, Mirweis (2)
- Zufferey, Guillaume (2)
- Betrancourt, Mireille (1)
- Blom, Jan (1)
- Cuendet, Sébastien (1)
- De Lievre, Bruno (1)
- Dehler-Zufferey, Jessica (1)
- Depover, Christian (1)