ICCE 2010 - ICCE 2010 Workshop on Supporting, Promoting and Evaluating Meta-cognitive Skills

Due to the changing nature of teaching and learning in today’s world, there is a huge demand to facilitate learning any time and anywhere. As a result the teacher’s role in facilitating meta-cognitive skills such as reflection and self-explanation is minimised. On one hand, learners are given an ever-increasing load of information to deal with while the assistance that they are given to learn the material deeply is taken away. Therefore we believe there is a growing necessity as researchers to understand how we can effectively facilitate, promote and evaluate meta-cognitive skills in learning environments, particularly intelligent learning environments (ILEs). Even though there have been several research attempts to facilitate meta-cognitive skills such as reflection and self-explanation in intelligent learning environments there has not been a focused, systematic effort to understand and explore how we can effectively facilitate them. We envision this workshop to be the starting point for a continued discussion.

We invite work at all stages of development, including particularly innovative approaches in their early phases. Full research papers (up to 8 pages) and demonstrations (up to 4 pages, describing an application or other work to be demonstrated live at the workshop) are welcome for submission.

Topics of Interest

The issues we aim to explore include but are not limited to:

Is it possible to create a taxonomy of meta-cognitive skills? Which skills can be supported in ILEs? Are specific skills more suitable to learn certain domains better?
Which skills can be facilitated effectively in ILEs? Are there any limitations for supporting these skills effectively?
Is it better to make the learners aware of these skills explicitly and how will that effort be perceived by the learners? What are the novel approaches in promoting these skills so that the learners understand the importance of such skills for effective learning?
How can we model meta-cognitive skills in an ILE? How can we use information captured by learner models to effectively adapt the learning environment to enhance meta-cognitive skills?
What are the best means of evaluating these skills? Are there innovative evaluation methods that should be considered to evaluate the meta-cognitive skills?
The participants are requested to explicitly address one or more of these issues in their contributions. By addressing these issues in an informal setting, we hope to identify key problems to address and explore alternative methods for facilitating meta-cognitive skills in ILEs and contribute to advancing the state of the art of this exciting area of research.

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Submission Instructions

Full papers: 8 pages

Short papers: 4 pages

Instructions on how to format submissions are available at Author Guidelines of ICCE2010

Please submit your pdf files to MetaCognition2010-AT-gmail.com

Important Dates

Submission deadline: 27 August 2010

Acceptance notification to authors: 23 September 2010

Early-bird registration: 1 October 2010

Camera-ready version due: 8 October 2010

Organising Committee

Program Chairs

Amali Weerasinghe, University of Canterbury, NZ
Tanja Mitrovic, University of Canterbury, NZ
Benedict de Boulay, University of Sussex, UK
Program Committee

Vincent Aleven, Carnegie Mellon University, USA
Roger Azevedo, McGill University, Canada
Ryan Baker, Worcester Polytechnic Institute, USA
Gautam Biswas, Vanderbilt University, USA
Amanda Carr, Roehampton University, UK
Rosemary Luckin, University of Sussex, UK
Brent Martin, University of Canterbury, NZ
Moffat Mathews, University of Canterbury, NZ
Ido Roll, Carl Wieman Science Education Initiative, Canada
Fu-Yun Yu, National Cheng Kung University, Taiwan
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