Existing ACLS taxonomies describe support dimensions but fall short of an integrated instructional framework grounded in learning theory¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Prior taxonomies of support for collaborating students identify multiple dimensions but do not provide an integrated instructional framework building on learning theory and instructional design principles. → Rummel 2016

Evidence¶

Rummel 2016¶

Rummel, N., Walker, E., & Aleven, V. (2016). Different Futures of Adaptive Collaborative Learning Support. International Journal of Artificial Intelligence in Education, 26. https://doi.org/10.1007/s40593-016-0102-3

q1 · i? · theoretical · r3

This is the authors' position-paper assessment of prior taxonomies (e.g. Diziol and Rummel 2010; Walker et al. 2009a; Magnisalis et al. 2011; Soller et al. 2005); it is an interpretive claim with no empirical test, so the article offers no data for it.

"While these taxonomies describe different properties of support, they fall short of providing an integrated instructional framework that builds on learning theory and instructional design principles."

Discussion¶

Related Claims¶

• ACLS has shown benefits compared to individual work, unsupported collaboration, and non-adaptive support — related
• Marzano's taxonomy chosen over Bloom's because it accommodates three knowledge types and positions metacognition and ethics — related