Maintaining Diagnostic Interactions that Promote Learners' Reflection
نویسنده
چکیده
This paper presents an approach to dynamically extract individual learner models by engaging learners in diagnostic interactions. A framework for maintaining diagnostic dialogues based on approaches known as dialogue games is outlined and illustrated in STyLE-OLM an interactive open learner modelling system. The potential for encouraging learners' reflection is discussed based on an example dialogue in STyLE-OLM. Possible improvements of the dialogue framework are sketched out.
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تاریخ انتشار 2003