Identifying the interaction context in CSCLE
Résumé
Collaborative learning can be motivated through environments that provide tools for communication. However, most available environments do not provide support neither for the students’ reflection and self-regulation processes, nor to the teachers’ activities. This support could be provided through the analysis of the interactions occurred within the CSCLE and stored in a group memory. The main weakness of the approaches up to now is to neglect the context where the interactions occur and the inadequate mechanism of the interactions’ persistence. In this light, we propose the creation of a Learning Interaction Memory (LIM) to store the learning interactions. It will be modelled in a multidimensional structure and included in its model contextual elements to enrich and qualify the stored knowledge. By including contextual elements in the LIM, it will be possible to adapt dynamically its information to the concrete current situation, in order to provide more useful just-in-time feedback.