Modelo de análise de conflitos em diálogos em aprendizagem colaborativa.

Abstract

Students not only must have cognitive skills, but also social ones that enable them to share knowledge in collaboration, due to the increasing complexity of the knowledge they must learn. The internet is transforming everything, including education. Given this situation, a question emerged that formed the doctoral project presented here: what is the difference between assessment in traditional classrooms and computer supported assessment for collaborative learning, and what student behaviors should be assessed in collaborative learning? Our efforts to answer this question led to a model of dialogue acts in Computer Supported Collaborative Learning (CSCL). The work started from a survey of student learning assessment in online collaborative learning. A framework was conceived, based on constructivist theories and the role of the teacher as a facilitator of the learning. Studies using techniques from artificial intelligence in education were conducted with collaborative learning software. The investigation of collaborative learning led to a study about what type of interaction could improve learning within a collaborative learning task, in terms of the effects of specific speech acts on both the actor and their collaborative partner. Within Piagetian theory, the cognitive conflict of ideas between students is seen as beneficial for learning. Which sorts of interpersonal behaviors lead to most effective learning, however, is open to debate, with some researchers arguing that cooperation is most effective and others arguing that interpersonal conflict is a natural part of collaborative learning. In this study, we investigate whether interpersonal conflict, particularly insults, can in some cases be associated with positive learning. Our results suggest a positive connection between interpersonal conflict and learning, indicating that interpersonal conflict may have a more positive place in collaborative learning than many contemporary accounts suggest. The results were obtained from a protocol analysis on dialogues within a CSCL environment in the mathematical domain of fractions. To perform this investigation we developed a model of dialogue interaction. The model is grounded on Austin’s speech acts model, combined with Belief-Desire-Intention agency theory. This model explores dialogue interaction features by the analysis of the student’s acts, and an investigation of the interrelation between cognitive and social conflict of ideas based on Piagetian theory. The long-term goal of this model is to assess the student learning in a collaborative learning environment through the interrelation between interpersonal and cognitive conflicts, supporting the pedagogical agents in intervening in dialogue in order to keep collaboration productive.