An authoring tool to support the design and use of theory-based collaborative learning activities

Abstract

Design of pedagogically sound collaborative learning (CL) activities is a complex task, but necessary if the goal is to support learning. Through the design of CL scenarios, a designer can define structures that increase the chance for learning to occur. It means that the effectiveness of the collaboration depends on the transformation of the designer's intentions into elements that will constitute the learning scenario. To support the creation of CL scenarios this paper presents an intelligent authoring tool that is equipped with the knowledge about different pedagogies and practices related to collaboration. Through the use of this information, the tool can provide intelligent guidance that support designers to create more effective CL scenarios. The results of an experiment suggest that our tool helps teachers to more easily introduce CL activities in classroom and creates favorable conditions for students to perform collaboration improving their overall learning performance throughout the year. © 2010 Springer-Verlag.