Workshop on Social and Emotional Intelligence in Learning Environments (Workshop code: W7)
In association with ITS 2004, Maceio, Brazil, August 31, 2004
Important Dates
Deadline for paper submissions: June 1
Paper acceptance notification: June 15
Deadline for camera-ready papers: June 30
Workshop's Proceedings: July 15
Introduction

It has been long recognised in education that teaching and learning is a highly social and emotional activity. Students' cognitive progress depends on their psychological predispositions such as their interest, confidence, sense of progress and achievement as well as on social interactions with their teachers and peers who provide them (or not) with both cognitive and emotional support. Until recently the ability to recognise students' socio-affective needs constituted exclusively the realm of human tutors' social competence. However, in recent years and with the development of more sophisticated computer-aided learning environments, the need for those environments to take into account the student's affective states and traits and to place them within the context of the social activity of learning has become an important issue in the domain of building intelligent and effective learning environments. More recently, the notion of emotional intelligence has attracted increasing attention as one of tutors' pre-requisites for improving students' learning. Although a number of important contributions concerned specifically with defining the nature and the role of learners' affect in the success of their cognitive progress have been made to date, there is still a lack of consensus as to the answers to the following questions:

- How does tutors' emotional intelligence contribute to students' learning?
- What is the impact of emotional intelligence on individual and social learning?
- What affective states of the learner are of primary importance?
- How do the different emotional aspects interact with one another, and with related states such   as   the   student's motivation and engagement?
- Do different learning domains affect the kind of emotions that students may experience or are some   emotions universally experienced by students across domains?
- What pedagogical actions are called for, given a particular affective state (or a set of states) of   a   student?
Many of these questions may be investigated in the context of social interaction between a student and a tutor. A tutor's ability to accommodate the student cognitive and emotional needs depend on her social skills, i.e. her social intelligence. However, we do not currently have a sufficiently clear answers as to:
- What constitutes social intelligence in the context of education?
- How does social intelligence relate to the emotional aspects of educational interactions?
- What is the relevance of social intelligence to building effective tutoring systems?
Scope of Topics to be addressed
We invite papers, which present either finished work, work in progress or theoretical discussion concerned with any aspect of building affective and/or socially intelligent learning environments. The areas of interest include, but are not limited to the following topics:
- What constitutes a Socially and/or Emotionally Intelligent System
- Affective diagnosis
- Situational diagnosis
- Psycho-emotional aspects of learning
- Role of Emotional/Social Intelligence in learning environments
- Learner's Emotional and Affective States
- Implementation of Emotional/Social Intelligence in learning environments
- Impact of Emotional/Social Intelligence on the users
- Emotional/ Social Intelligent Agents
- Applications of emotions
- Measure of emotions
- Emotions and personality
- Relationship between the learning domain and the student's emotions
- Models of social intelligence
- Affective dialogue models
- Affective vs cognitive teaching strategies
Objectives
The purpose of this workshop is to bring together researchers whose interests are making computer aided teaching and learning more socially and emotionally intelligent, to gather their knowledge of, and their first-hand experience in trying to model socially and emotionally intelligent behaviour, in order to create a coherent picture of the notion of social and emotional intelligence in the context of creating effective learning environments. At the end of the workshop we expect preliminary definitions of social and emotional intelligence for educational context which will reflect the results of the discussion regarding the aspects of social and emotional intelligence, their manifestations, the relationship between them, and the way in which they are relevant to education. In the longer term we envisage the content of the discussions to be expanded into a number of jointly authored papers. We also intend that the workshop provide a strong foundation for future collaborative research.
Duration

Full day, date: August 31

Format and schedule
The workshop will be organised into several presentations followed by open chaired discussion of the questions. The workshop will be edited in a specific format and the proceedings will be distributed at the conference.
Paper submission:
We invite submission of research papers (maximum length 8 pages, font size no smaller than 11 point). All papers should include a 200 word abstract. All submitted papers will be fully refereed. Authors of accepted papers will be asked to give a short presentation focussing on one or more of the workshop questions. Accepted papers will be published in the workshop proceeedings.

Send papers submission as email attachments indicating the workshop code (W7) and the surname of the first author, to Claude Frasson (frasson@iro.umontreal.ca).

Workshop Chairs
Claude Frasson, University of Montreal, Canada: frasson@iro.umontreal.ca
Kaska Porayska-Pomsta, University of Edinburgh, UK: kaska@inf.ed.ac.uk
Organising Committee
Cristina Conati, University of British Columbia, Canada: conati@cs.ubc.ca
Guy Gouarderes, University of Pau, France: gouarde@larrun.iutbayonne.univ-pau.fr
Lewis Johnson, USC, Information Sciences Institute, USA: johnson@isi.edu
Helen Pain, University of Edinburgh, UK: helen@inf.ed.ac.uk
Programme Committee

Elisabeth Andre, University of Augsburg, Germany
Tim Bickmore, Boston School of Medicine, USA
Paul Brna, University of Northumbria, UK
Isabel Fernandez de Castro, University of Basque Country, Spain
Stephano Cerri, University of Montpellier, France
Cleide Jane Costa, UFAL, Brasil
James Lester, University of North Carolina, USA
Christine Lisetti, EURECOM, France
Stacy Marsella, USC, Information Sciences Institute, USA
Jack Mostow, CMU, USA
Roger Nkambou, UQAM, Canada
Magalie Ochs, University of Montreal, Canada
Ana Paiva, INESC-ID, Portugal
Fabio Paraguacu, UFAL, Brasil
Natalie Person, Rhodes College, Memphis, USA
Rosalind Picard, MIT, USA
Candice Sidner, MERL Cambridge Research, USA
Angel de Vicente, University of La Laguna, Tenerife, Spain