We invite submissions to Computer-Supported Peer Review in Education (CSPRED), a workshop to be held in conjunction with the Tenth International Conference on Intelligent Tutoring Systems (ITS 2010). The workshop will take place in Pittsburgh, Pennsylvania, USA, on either June 14th or June 18th, 2010.

The workshop seeks to provide a forum for researchers and practitioners involved in computer-supported peer review in education. It will address issues of peer review research, theory, practice, and technology. Accepted submissions will be published in the ITS 2010 Workshop Proceedings. We will put together a special issue of a journal on the basis of key submissions to the workshop. For submissions with a focus on peer review in the context of writing, there will be a special issue in partnership with the Journal of Writing Research.

Please address all inquiries to Ilya Goldin, goldin@pitt.edu.

Focus

Computer-supported peer review has recently attracted the attention of researchers as a technology and instructional activity that seems to bring many benefits to both students and educators, and in a wide variety of settings. Among many other uses, peer review may be used to enhance learning outcomes, to provide assessment in ill-structured domains, to enhance the feedback received by the students, to enable student content authoring, to study cognitive phenomena and to offer innovative educational opportunities.

Although peer review software has been deployed at hundreds of educational institutions, many open questions remain in pedagogy, technology development, and research. Can peer review enable intelligent tutoring without the need for highly detailed domain models? If so, that may cut down the cost of developing new tutoring technology. Does peer review allow instructors to share more responsibility with students? If so, instructors may find it easier to focus on individual students, but will nonetheless need to be kept abreast of the progress of others. How should students engaged in peer review be assessed as they study subject matter, and as they give and receive feedback? Is peer review an important practice in the student’s chosen profession? If so, should the peer review process employed in the classroom be adapted to the profession’s norms, and how does this affect the peer review software? Does peer review yield information on learning processes that are concealed under traditional instruction?

As an inherently interdisciplinary topic, peer review stands to benefit from the perspectives of learning scientists, technologists, and instructors, as well as psychologists, anthropologists, statisticians, designers, and other interested parties. The workshop calls for presentation of both early and mature research; technology demonstrations are also welcome.

Topics of interest to the workshop include, but are not limited to:

• Intelligent and adaptive support for students giving and receiving reviews, and for instructors of courses that involve peer review
• Assessment and student modeling of peer reviewers and authors, with or without a domain model
• Data mining of peer review artifacts, including numeric ratings, free-form comments, and system logs
• Scaling and porting: peer review with lots of learners, in cross-age, cross-cultural, or international settings, in distance learning, in informal learning, over long durations
• User interfaces: eliciting quality student input, re-representing student input (e.g., organizing and summarizing reviews for authors), providing feedback, etc.
• Causal and correlational relationships of peer review phenomena with outcomes of interest, including learning of subject matter and of skills, metacognition, affect, motivation, professionalization, etc.
• Democratizing and decentralizing instruction through peer review technologies
• Improving instructor awareness of student needs during peer review exercises
• Increasing acceptance of peer review technology with students, educators and administrators
• Theoretical and empirical analysis of peer review processes
• Best practices, pre-requisites and desiderata for peer review exercises, technology, and research methods
• Domain-specific issues in peer review, including peer review across the curriculum, for well-defined and ill-defined domains and problems

Important dates

All deadlines are 11:59pm Hawaii time.

• April 15, 2010: Abstracts due
• April 20, 2010: Submissions due
• May 10, 2010: Author notification
• May 24, 2010: Camera-ready copy due
• June 14 or 18: CSPRED Workshop
• June 14-18, 2010: ITS 2010 Conference

Submission Instructions

The workshop welcomes papers on early as well as on mature research, including discussion of applied systems, empirical results or theoretically grounded positions.

• Full papers (8-10 pages): Original mature research results
• Short papers (4 pages): Original ongoing research

Please see our formatting and upload instructions.

Workshop Chairs

Ilya Goldin, University of Pittsburgh, USA
Peter Brusilovsky, University of Pittsburgh, USA
Christian Schunn, University of Pittsburgh, USA
Kevin Ashley, University of Pittsburgh, USA
I-Han Hsiao, University of Pittsburgh, USA

Program Committee

Kwangsu Cho, University of Missouri, USA and Sungkyunkwan University, South Korea
Raquel M. Crespo García, Universidad Carlos III de Madrid, Spain
Edward Gehringer, North Carolina State University, USA
Louis Gomez, University of Pittsburgh, USA
Evangelia Gouli, University of the Aegean and University of Athens, Greece
Diane Litman, University of Pittsburgh, USA
Jessica Masters, Boston College, USA
Christine Neuwirth, Carnegie Mellon University, USA
Niels Pinkwart, Clausthal University of Technology, Germany
Michael de Raadt, University of Southern Queensland, Australia
Chin-Chung Tsai, National Taiwan University of Science and Technology, Taiwan