The role of communication in learning to model /

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Student modelling beyond domain knowledge by Bull, Susan, þain, Helen, Brna, Paul

Collaboration and reflection in the construction of a student model for intelligent computer assisted language learning by Bull, Susan, Pain, Helen, Brna, Paul

A framework for the principled debugging of Prolog programs how to debug non-terminating programs by Brna, Paul, Bundy, Alan, Pain, Helen

Promoting creative confrontations by Brna, Paul

A student model for its own sake by Pain, Helen, Bull, Susan, Brna, Paul

Mr. Collins, a collaboratively constructed, inspectable student model for intelligent computer assisted language learning by Bull, Susan, Pain, Helen, Brna, Paul

Supporting the use of external representations in problem solving the need for flexible learning environments by Cox, Richard, Brna, Paul

Automated diagnosis of misconceptions about electricity what are the prospects? by Brna, Paul, Howe, Jim

The application of cognitive diagnosis to the quantitative analysis of simple electrical circuits by Brna, Paul, Caiger, Andrew

Extending the scope of the student model by Bull, Susan, Brna, Paul, Pain, Helen

Modelling and mending students' misconceptions in translating algebra word problems using a belief revision system in TAPS by Aziz, Normaziah A., Pain, Helen, Brna, Paul

Analytical reasoning with external representations supporting the stages of selection, construction and use by Cox, Richard, Brna, Paul

Programming plans and programming techniques by Bowles, A., Brna, Paul

The relationship between external representations and analytical reasoning performance implications for the design by Cox, Richard, Brna, Paul

Student modelling in an intelligent computer assisted language learning system the issues of language transfer and learning strategies by Bull, Susan, Pain, Helen, Brna, Paul

Teaching Prolog techniques by Brna, Paul