AIED05: LeMoRe05

Learner Modelling for Reflection, to Support Learner Control, Metacognition and Improved Communication between Teachers and Learners

Workshop at AIED 2005
12th International Conference on Artificial Intelligence in Education

19 July 2005
Amsterdam, The Netherlands

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Latest News
24 June 2005: Apologies to Tanja Mitrovic and Kalina Yacef, your names were accidentally omitted from the preface comittee list. The online proceedings has been updated. 22 June 2005: An electronic version of the proceedings is now available (in pdf format). 21 June 2005: The workshop schedule is now available.
Workshop motivation
This workshop will bring together researchers exploring the many potential emerging roles for learner models. This means that learner models go beyond their role in personalising teaching, becoming first class objects which are available to students and teachers as a basis for improving learning outcomes. Importantly, open learner models offer the potential to help learners and teachers to reflect on their own knowledge, misconceptions and learning processes.
Topics
The list of topics includes, but is not limited to: linking learner modelling to widespread learning management systems and other widespread conventional teaching systems so that learners can be helped to reflect on their learning in these widely deployed systems the relationship between E-Portfolios and learner models interfaces to open learner models and the processes in the modelling making learner models available on new devices and in pervasive computing environments that can support learning outside traditional classrooms. who should be allowed to view the open learner model how open learner models can improve communication in CSCL environments how to take account of the context in which the model is viewed broader privacy issues and the role openness can play effective evaluation of open learner models the role of externalised learner models to help self-directed learning comparative learner modelling, such as the individual learner model presented in conjunction with that of the peer cohort open learner modelling for affect and emotion improving deeper learning and transfer through open learner models developing metacognitive skills with the aid of open learner models relationships between open learner models and affective aspects such as learner motivation the role of episodic learner models for reflection how to best interpret and model interaction protocols or dialogue history learning style and learner models for reflection supporting self-diagnosis of learning and preferences how to choose what to include in the learner model, when learner reflection is to be supported how to integrate self-explanation into the learner model interface
Submissions
High-quality papers that describe completed or on-going research relevant to the workshop themes are welcome, as well as reviews of existing work, and position statements of future research directions. All submissions should include an abstract, list of keywords, and contact information. Papers should be no longer than 10 pages and must be formatted according to IOS requirements as specified at the AIED submission site. Word and Latex templates can be downloaded from the AIED website. Submissions should be in PDF or postscript format and sent electronically to lemore05@it.usyd.edu.au. The final version of accepted papers should be sent in both Word/latex and pdf formats. The papers will be fully refereed by at least two members of the program committee. Accepted papers will be available on the workshop website and published by the conference in a set of proceedings with an ISBN number. Accepted papers will require at least one author to register by 10th June.
Organizing Comittee
Judy Kay (co-chair), University of Sydney, Australia (judy@it.usyd.edu.au) Andrew Lum (co-chair), University of Sydney, Australia (alum@it.usyd.edu.au) Diego Zapata (co-chair), Educational Testing Service, USA (dzapata@ets.org)
Program Comittee
Susan Bull, University of Birmingham, UK (s.bull@bham.ac.uk) Paul Brna, University of Glasgow, UK (paul.brna@scre.ac.uk) Peter Brusilovsky, University of Pittsburgh, USA (peterb@mail.sis.pitt.edu) Al Corbett, Carnegie Mellon University, USA (corbett+@cmu.edu) Vania Dimitrova, University of Leeds, UK (vania@comp.leeds.ac.uk) Jim Greer, University of Saskatchewan, Canada (greer@cs.usask.ca) Gord McCalla, University of Saskatchewan, Canada (mccalla@cs.usask.ca) Tanja Mitrovic, University of Canterbury, New Zealand (tanja.mitrovic@canterbury.ac.nz) Rafael Morales, University of Glasgow, UK (r.morales@scre.ac.uk) Kyparisia Papanikolaou, University of Athens, Greece (spap@di.uoa.gr) Nicolas Van Labeke, Northumbria University, UK (nicolas.vanlabeke@unn.ac.uk) Kalina Yacef, University of Sydney, Australia (kalina@it.usyd.edu.au)