To evaluate the teaching-learning process in collaborative learning sessions and its educational benefits for learners, we should analyze the interaction process during each session and select appropriate learning goals and tasks for each learner. However, the interaction process is very difficult to analyze, even for experts, and furthermore choosing appropriate goals/tasks can be even more challenging. The main objective of our work is to construct a conceptual structure based on ontology to help the interaction analysis and the learning design. We aim to make the tacit benefits for the learners explicit identifying the relationships among interactions and educational benefits. Through this conceptual structure we show how it is possible to analyze and design effective collaborative learning sessions proposing tasks and goals with justification by learning theories.
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