基于角色和CSCL的智能网络协作模型

为深入研究智能Agent在开放动态的网络环境中的应用，把角色机制应用到网络学习环境中，提出了一种新型的基于CSCL的智能网络协作模型，给出了智能Agent的结构表示及功能，并从多角色的角度给出了模型中Agent的分类。最后以共同学习活动为例，对Agent之间基于角色的协作过程进行了形式化描述。     

基于多代理的网络协作学习模型研究

多Agent技术在远程教育中的应用成为目前人工智能领域的研究热点。CSCL系统普遍存在智能化不足,交互性差的问题,据此结合Web技术和多Agent技术提出了一个新的基于多Agent的网络协作学习模型,给出了模型的体系结构,并对模型中几个主要的Agent的内部功能结构和同步协作过程进行了描述。     

基于MAS的CSCL角色分配的研究与实现

为研究CSCL的角色分配,在CSCL中引入角色模型,并在角色模型的基础上,研究了在CSCL中运用MAS进行角色分配,设计了用于角色分配的MAS模型、Agent的内部结构以及角色分配的算法。此研究工作对研究基于Web的仿真CSCL,实现计算机支持的智能角色分配有积极重要的意义。     

基于多代理的CSCL系统成员感知实现

针对一般基于多代理技术的CSCL系统中没有有效感知机制的问题,提出将具有感知功能的学习者Agent应用于协作学习系统中,描述学习者Agent的内部结构,给出感知功能模块中小组任务的分解和原子任务图的构造算法,定义感知强度的计算函数,对感知信息的呈现过程进行描述,有效解决现有协作学习系统中群体互动效果差、感知信息混乱的问题。     

基于角色驱动的多Agent主体工作流模型的研究

在分析了传统的几种工作流建模方法的基础上，提出了基于角色驱动的多Agent体工作流模型，把多Agent的协作交互作为模型的主体，模型中引入了多Agent，把任务的执行者看作Agent，该Agent具有角色库，可以拥有一个或者多个角色，并用这些Agent之间的交流协作来描述工作流过程，使得执行者Agent成为模型的主体，改变了传统的模型中人的被动地位，使活动能更加顺利圆满地完成，同时也很好地解决了业务过程中可能存在的活动执行者的多角色和角色变化的问题。     

基于角色和协作场景的MAS管理模型及应用

MAS协作管理是实现Multi-Agent协同工作的关键理论与技术。本文通过引入基于角色的策略和Agent协作场景ACS,提出了一种面向MAS的多Agent协作管理参考模型MACM^2（Multi-Agent Collaboration Management Model）,并给出它在基于智能体的网络文本信息检索系统中的具体应用。该模型在实际系统中解决了协作管理的复杂性问题,提高了Agent的协作能力,同时也降低了系统开销。     

多智能体的角色与结构设计分析

角色是面向Agent软件开发方法研究中的一个重要抽象概念。文中认为角色是连接多Agent系统(MAS)微观模型与宏观模型的桥梁,角色与Agent之间的动态性有利于刻画多Agent系统的结构和行为模型。RoboCup是多Agent系统研究的一个很好的平台。建立一支成功的机器人足球队需要很多领域的知识,合理的模型结构和Agent之间的协调与协作是RoboCup比赛中赢球的关键所在。协调与协作是多Agent系统研究的重要课题。     

多智能体的角色与结构设计分析

角色是面向Agent软件开发方法研究中的一个重要抽象概念。文中认为角色是连接多Agent系统（MAS）微观模型与宏观模型的桥梁，角色与Agent之间的动态性有利于刻画多Agent系统的结构和行为模型。RoboCup是多Agent系统研究的一个很好的平台。建立一支成功的机器人足球队需要很多领域的知识，合理的模型结构和Agent之间的协调与协作是RoboCup比赛中赢球的关键所在。协调与协作是多Agent系统研究的重要课题。     

基于管理Agent协作模型的研究

多Agent协作求解是分布式人工智能要研究的基本问题。该文基于管理agent概念提出一个新的协作模型,该模型利用管理Agent对多Agent系统进行全局协作分配,协作申请分级处理,解决了传统协作模型中存在的模型与应用领域有关和只适用于静态环境的问题。     

基于管理Agent协作模型的研究

多Agent协作求解是分布式人工智能要研究的基本问题。该文基于管理agent概念提出一个新的协作模型，该模型利用管理Agent对多Agent系统进行全局协作分配，协作申请分级处理，解决了传统协作模型中存在的模型与应用领域有关和只适用于静态环境的问题。     

面向PAAS模式的CSCL系统设计与实现

云计算技术作为一种新兴的技术,能够提供海量信息的高速处理和安全存储,云计算技术的发展为CSCL系统的建设提供了新的思路。提出了一种面向PAAS模式的CSCL系统。该系统以微软Windows Azure云平台为依托、利用SQL Azure数据库进行数据存储,实现了异质群组、协同工作流等技术,是对云环境下构建CSCL系统的有益探索,此开发模式能减少开发和维护成本。试用表明,该CSCL系统能有效地支持协作学习的开展。     

Gender-related differences in computer-mediated communication and computer-supported collaborative learning

Abstract   A question associated with the introduction of computer-supported collaborative learning (CSCL) is whether all participants profit equally from working in CSCL environments. This article reports on a review study into gender-related differences in participation in CSCL. As many of the processes in CSCL are similar to those in computer-mediated communication (CMC), studies into CMC are also included in the review. Male dominance is found to play a role in many CMC settings. A learning culture with an explicit focus on participation by all students seems to be related to a more gender-balanced participation in CMC, however. A tendency for boys to be more active participants than girls is also present in CSCL environments, but it is less pronounced than in CMC. This may be explained by the fact that participation is explicitly promoted in most CSCL environments. Gender differences in the character of students' contributions are found in both CMC and CSCL. It is concluded that in order to avoid gender-stereotyped participation and communication patterns, it is necessary to explicitly address inclusiveness as an aspect of a collaborative classroom culture. A plea is made for further research into differential participation by students in CSCL, and the effects thereof on cognitive and affective learning outcomes. Research should also focus on the question how classroom cultures can be promoted that support active participation of all students aimed at collaborative knowledge construction.     

Mobile CSCL模型的研究与设计

Mobile CSCL是协同学习领域的研究前沿。本文首先综述国内外现有研究成果,阐述了移动学习中社会化交流模式,在此基础上设计了一个MCSCL应用模型,重点研究了模型中服务器端的设备适配、动态内容、信息组织和学习管理四个方面,并通过比较得出MCSCL的三个重要特征:动态内容、预定学习和独立网关,为深入认识与分析无线网络环境下协同学习问题提供了新的研究框架。     

Socially shared regulation of learning in CSCL: understanding and prompting individual- and group-level shared regulatory activities

The field of computer supported collaborative learning (CSCL) is progressing instrumentally and theoretically. Nevertheless, few studies examine the effectiveness and efficiency of CSCL with respect to cognitive, motivational, emotional, and social issues, despite the fact that the role of regulatory processes is critical for the quality of students’ engagement in collaborative learning settings. We review the four earlier lines in developing support in CSCL and show how there has been a lack of work to support individuals in groups to engage in, sustain, and productively regulate their own and the group’s collaborative processes. Our aim is to discuss how our conceptual work in socially shared regulation of learning (SSRL) contributes to effective and efficient CSCL, what tools are presently available, and what the implications of research on these tools are for future tool development.     

基于SIP协议的CSCL系统的设计与实现

介绍了会话呼叫信令控制协议SIP.针对当前CSCL系统在提供"个性化"服务与支持移动性等方面灵活度不够的问题,综合运用CSCL的原理、SIP协议、数据库技术及协同处理技术,设计并实现了一种基于SIP协议的CSCL系统,着重讨论了该系统的体系结构、SIP服务器、SIP终端及CSCL系统协同服务的实现方案,并给出了CSCL学习者间的会话连接实例,最后从CSCL系统在农村推广应用的角度提出的下一步改进的方向.     

CLPL: Providing software infrastructure for the systematic and effective construction of complex collaborative learning systems

Over the last decade, e-Learning and in particular Computer-Supported Collaborative Learning (CSCL) needs have been evolving accordingly with more and more demanding pedagogical and technological requirements. As a result, high customization and flexibility are a must in this context, meaning that collaborative learning practices need to be continuously adapted, adjusted, and personalized to each specific target learning group. These very demanding needs of the CSCL domain represent a great challenge for the research community on software development to satisfy.This contribution presents and evaluates a previous research effort in the form of a generic software infrastructure called Collaborative Learning Purpose Library (CLPL) with the aim of meeting the current and demanding needs found in the CSCL domain. To this end, we experiment with the CLPL in order to offer an advanced reuse-based service-oriented software engineering methodology for developing CSCL applications in an effective and timely fashion. A validation process is provided by reporting on the use of the CLPL platform as the primary resource for the Master's thesis courses at the Open University of Catalonia when developing complex software applications in the CSCL domain.The ultimate aim of the whole research is to yield effective CSCL software systems capable of supporting and enhancing the current on-line collaborative learning practices.     

Measuring perceived sociability of computer-supported collaborative learning environments

Most asynchronous computer-supported collaborative learning (CSCL) environments can be characterized as functional environments because they focus on functional, task-specific support, often disregarding explicit support for the social (emotional) aspects of learning in groups which are acknowledged by many educational researchers to be essential for effective collaborative learning. In contrast, sociable CSCL environments emphasize the social (emotional) aspects of group learning. We define sociability as the extent to which a CSCL environment is perceived to be able to facilitate the emergence of a sound social space with attributes as trust and belonging, a strong sense of community, and good working relationships. Specific environmental characteristics, which we have designated social affordances, determine sociability.     

The learning kit project: Software tools for supporting and researching regulation of collaborative learning

Computer-supported collaborative learning (CSCL) is a dynamic and varied area of research. Ideally, tools for CSCL support and encourage solo and group learning processes and products. However, most CSCL research does not focus on supporting and sustaining the co-construction of knowledge. We identify four reasons for this situation and identify three critical resources every collaborator brings to collaborations that are underutilized in CSCL research: (a) prior knowledge, (b) information not yet transformed into knowledge that is judged relevant to the task(s) addressed in collaboration, and (c) cognitive processes used to construct these informational resources. Finally, we introduce gStudy, a software tool designed to advance research in the learning sciences. gStudy helps learners manage cognitive load so they can re-assign cognitive resources to self-, co-, and shared regulation; and it automatically and unobtrusively traces each user′s engagement with content and the means chosen for cognitively processing content, thus generating real-time performance data about processes of collaborative learning.