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, email@example.com.
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:
All deadlines are 11:59pm Hawaii time.
The workshop welcomes papers on early as well as on mature research, including discussion of applied systems, empirical results or theoretically grounded positions.
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
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