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Special Issue of the International Journal of Artificial Intelligence
in Education (IJAIED)
CALL FOR PAPERS
Learner Centred Methods for Intelligent System Design
**** deadline for submissions is 15 April 2005 *****
Papers are invited for a Special Issue of the International Journal of
Artificial Intelligence in Education: Learner Centred Methods for
Designing Intelligent Learning Environments
Themes for papers:
* Case studies of interactive, intelligent learning environments which
were developed using a learner centred design process with a focus on
the contribution of the learners to the design process.
* Description of design methodologies suitable for working with
specialist user groups, including children, young people, senior
citizens and those with special educational needs.
* Critical examination and review of current learner centred design
methodologies and how they can contribute to the development of
adaptive systems.
Overview:
An increasing amount of work on the development of software is now
conducted in collaboration with the users and learners for whom the
software is being designed.
This process ensures that the users' needs drive the development of the
technology. Examples of this type of engagement can be seen through the
work conducted during projects such as Kidpad, The International
Digital Children's Library, Ambient Wood, Ecolab, StoryStation and
Homework (Benford et al., 1999; Druin, Bederson, and Hourcade , 2001;
Rogers et al., 2004; Scaife and Rogers, 1998; Robertson, 2002; Luckin
et al., 2002, 2004).
But how much of this work can be seen to aid the development of
adaptive systems that involve some modelling of the user? This special
issue is designed to draw together work in this area to present key
findings and explore the nature of the methodologies that are
appropriate and effective for engaging different groups of learners in
the design process.
It would be beneficial for learners to reflect on their learning
problems and give insight into the ways in which a software environment
can address these difficulties. However, we know from previous research
in meta-cognitive strategies that learners in early stages of mastering
a topic may find it difficult to reflect on their learning. In some
cases they do not know when they are having difficulty or when it would
be appropriate to seek help. What techniques can we use in the design
process to enable learners to reflect on their learning processes and
develop new solutions to their learning problems?
Learner consultation throughout the design process has resource
implications for a research project. It is time consuming to regularly
meet with groups of learners and instructors. On some occasions
suggestions from the learner-designers may diverge substantially from
the remit of the research project. What techniques are there for
managing the integration of ideas from different stakeholders in the
design process - learners, educationalists, researchers and software
developers?
Previous work with children as designers has revealed how this can be
difficult because children are generally less able to express their
thoughts and ideas. It is also hard to gauge how the tasks planned
might work and whether the children will fully understand what it is
that they are required to do. Hence, many of the studies that have been
carried out have been exploratory in nature and have involved small
numbers of learners and lo-tech prototypes. What are the most
appropriate ways to engage children in the design process and what are
the limits on the usefulness of their contributions? Similar issues
may arise with other user groups too, such as senior citizens.
We seek papers which broaden our understanding of the extent to which
learners can contribute to the ILE design process, and the stages of
the process at which their input is most valuable. We use the term ILE
to encompass all systems that aim to provide an individualised
experience for the learner. We are however particularly interested in
systems that are adaptive to the learner by virtue of user modelling
techniques.
Submission
Submit to [log in to unmask]
All papers will be refereed according to standard IJAIED procedures.
(See the 'author guidelines' on-line at www.ijaied.org).
Important Dates:
The deadline for submissions is 15 April 2005.
Notification of acceptance is anticipated by 1st August 2005.
The final version by 30th November 2005.
Publication around Feb 2006.
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