• 
  Rosemary Luckin, Kenneth R. Koedinger, Jim E. Greer (Eds.): Artificial Intelligence in Education, Building Technology Rich Learning Contexts That Work, Proceedings of the 13th International Conference on Artificial Intelligence in Education, AIED 2007, July 9-13, 2007, Los Angeles, California, USA. IOS Press 2007 Frontiers in Artificial Intelligence and Applications ISBN 978-1-58603-764-2

Keynote Speaker Abstracts

• 
  Roxana Moreno: The Relationship Between Minds-On and Hands-On Activity in Instructional Design: Evidence from Learning with Interactive and Non-Interactive Multimedia Environments. 3
• 
  Gregory D. Abowd: Using Automated Capture in Classrooms to Support Understanding of the Learning Experience. 4
• 
  Danae Stanton Fraser: The Technical Art of Learning Science. 5
• 
  Tak-Wai Chan: Humanity-Based Classroom: Teaching is Caring and Learning is Joyful. 6

Human-Computer Interface Issues

• 
  Darren Pearce, Rosemary Luckin: The Principle of State Expansion in Task State-Space Navigation. 9-16
• 
  Helmut Horacek, Magdalena Wolska: Generating Responses to Formally Flawed Problem-Solving Statements. 17-24
• 
  Martin Dzbor, Enrico Motta: Semantic Web Technology to Support Learning about the Semantic Web. 25-32
• 
  Ronald H. Stevens, Trysha Galloway, Chris Berka: Exploring Neural Trajectories of Scientific Problem Solving Skill Acquisition. 33-40

Pedagogical Agents

• 
  Pamela W. Jordan, Brian Hall, Michael A. Ringenberg, Yui Cue, Carolyn Penstein Rosé: Tools for Authoring a Dialogue Agent that Participates in Learning Studies. 43-50
• 
  Rinat B. Rosenberg-Kima, E. Ashby Plant, Amy L. Baylor, Celeste E. Doerr: Changing Attitudes and Performance with Computer-generated Social Models. 51-58
• 
  Konstantin Zakharov, Antonija Mitrovic, Lucy Johnston: Pedagogical Agents Trying on a Caring Mentor Role. 59-66
• 
  W. Lewis Johnson: Serious Use of a Serious Game for Language Learning. 67-74

Representation

• 
  Darina Dicheva, Christo Dichev: Helping Courseware Authors to Build Ontologies: The Case of TM4L. 77-84
• 
  Richard Cox, Jianxiong Pang: VL-PATSy: Facilitating vicarious learning via intelligent resource provision. 85-92
• 
  Matthew W. Easterday, Vincent Aleven, Richard Scheines: 'Tis Better to Construct than to Receive? The Effects of Diagram Tools on Causal Reasoning. 93-100
• 
  Niels Pinkwart, Vincent Aleven, Kevin D. Ashley, Collin Lynch: Evaluating Legal Argument Instruction with Graphical Representations Using LARGO. 101-108

Motivation

• 
  Carole R. Beal, Lei Qu: Relating Machine Estimates of Students' Learning Goals to Learning Outcomes: A DBN Approach. 111-118
• 
  Yanghee Kim, Quan Wei, Beijie Xu, Youngah Ko, Vessela Ilieva: MathGirls: Toward Developing Girls' Positive Attitude and Self-Efficacy through Pedagogical Agents. 119-126
• 
  G. Tanner Jackson, Arthur C. Graesser: Content Matters: An Investigation of Feedback Categories within an ITS. 127-134
• 
  Joseph E. Beck: Does Learner Control Affect Learning? 135-142

Emotion and Affect

• 
  Ma. Mercedes T. Rodrigo, Ryan Shaun Joazeiro de Baker, Maria C. V. Lagud, Sheryl Ann L. Lim, Alexis F. Macapanpan, Sheila A. M. S. Pascua, Jerry Q. Santillano, Leima R. S. Sevilla, Jessica O. Sugay, Sinath Tep, Norma J. B. Viehland: Affect and Usage Choices in Simulation Problem-Solving Environments. 145-152
• 
  Madeline Alsmeyer, Rosemary Luckin, Judith Good: Getting Under the Skin of Learners: Tools for Evaluating Emotional Experience. 153-160
• 
  Sidney K. D'Mello, Arthur C. Graesser: Mind and Body: Dialogue and Posture for Affect Detection in Learning Environments. 161-168
• 
  Manolis Mavrikis, Antony Maciocia, John Lee: Towards Predictive Modelling of Student Affect from Web-Based Interactions. 169-176

Metacognition

• 
  Amy M. Witherspoon, Roger Azevedo, Jeffrey Greene, Daniel C. Moos, Shanna Baker: The Dynamic Nature of Self-Regulatory Behavior in Self-Regulated Learning and Externally-Regulated Learning Episodes. 179-186
• 
  Jeremiah Sullins, Roger Azevedo, Andrew Trousdale, Jennifer Scott: The Influence of External-Regulation on Student Generated Questions during Hypermedia Learning. 187-194
• 
  Ivon Arroyo, Kimberly Ferguson, Jeffrey Johns, Toby Dragon, Hasmik Meheranian, Don Fisher, Andrew G. Barto, Sridhar Mahadevan, Beverly Park Woolf: Repairing Disengagement With Non-Invasive Interventions. 195-202
• 
  Ido Roll, Vincent Aleven, Bruce M. McLaren, Kenneth R. Koedinger: Can Help Seeking Be Tutored? Searching for the Secret Sauce of Metacognitive Tutoring. 203-210

ITS, Feedback and Scaffolding

• 
  Michael J. Timms: Using Item Response Theory (IRT) to select hints in an ITS. 213-221
• 
  Leena M. Razzaq, Neil T. Heffernan, Robert W. Lindeman: What Level of Tutor Interaction is Best? 222-229
• 
  Valerie J. Shute, Eric G. Hansen, Russell Almond: Evaluating ACED: The Impact of Feedback and Adaptivity on Learning. 230-237
• 
  Carole R. Beal, Sinjini Mitra, Paul R. Cohen: Modeling learning patterns of students with a tutoring system using Hidden Markov Models. 238-245
• 
  Adaeze Nwaigwe, Kenneth R. Koedinger, Kurt VanLehn, Robert G. M. Hausmann, Anders Weinstein: Exploring Alternative Methods for Error Attribution in Learning Curves Analysis in Intelligent Tutoring Systems. 246-253
• 
  Tsukasa Hirashima, Takuro Yokoyama, Masahiko Okamoto, Akira Takeuchi: Learning by Problem-Posing as Sentence-Integration and Experimental Use. 254-261
• 
  Arthur Ward, Diane J. Litman: Dialog Convergence and Learning. 262-269
• 
  Katherine Forbes-Riley, Diane J. Litman, Amruta Purandare, Mihai Rotaru, Joel R. Tetreault: Comparing Linguistic Features for Modeling Learning in Computer Tutoring. 270-277

Learner Modelling

• 
  Andrew Mabbott, Susan Bull: Comparing Student-Constructed Open Learner Model Presentations to the Domain. 281-288
• 
  Sergey A. Sosnovsky, Peter Dolog, Nicola Henze, Peter Brusilovsky, Wolfgang Nejdl: Translation of Overlay Models of Student Knowledge for Relative Domains Based on Domain Ontology Mapping. 289-296
• 
  Zinan Guo, Jim E. Greer: Bootstrapping Accurate Learner Models from Electronic Portfolios. 297-304

Linguistics and Language Technology

• 
  Maxim Makatchev, Kurt VanLehn: Combining Bayesian Networks and Formal Reasoning for Semantic Classification of Student Utterances. 307-314
• 
  Chao Wang, Stephanie Seneff: A Spoken Translation Game for Second Language Learning. 315-322
• 
  Juan-Diego Zapata-Rivera, Waverely Vanwinkle, Valerie J. Shute, Jody S. Underwood, Malcolm Bauer: English ABLE. 323-330
• 
  Bruce M. McLaren, Oliver Scheuer, Maarten De Laat, Rakheli Hever, Reuma De Groot, Carolyn Penstein Rosé: Using Machine Learning Techniques to Analyze and Support Mediation of Student E-Discussions. 331-338

Linguistics and Language Technology, Tutorial Dialogues

• 
  Roger Azevedo, Moongee Jeon: Analyzing the Coherence and Cohesion in Human Tutorial Dialogues when Learning with Hypermedia. 341-348
• 
  Stellan Ohlsson, Barbara Di Eugenio, Bettina Chow, Davide Fossati, Xin Lu, Trina C. Kershaw: Beyond the code-and-count analysis of tutoring dialogues. 349-356
• 
  Sujith Ravi, Jihie Kim: Profiling Student Interactions in Threaded Discussions with Speech Act Classifiers. 357-364
• 
  Kristy Elizabeth Boyer, Mladen A. Vouk, James C. Lester: The Influence of Learner Characteristics on Task-Oriented Tutorial Dialogue. 365-372

Collaboration

• 
  Beatriz Barros, Ricardo Conejo, Eduardo Guzmán: Measuring the Effect of Collaboration in an Assessment Environment. 375-382
• 
  Rohit Kumar, Carolyn Penstein Rosé, Yi-Chia Wang, Mahesh Joshi, Allen Robinson: Tutorial Dialogue as Adaptive Collaborative Learning Support. 383-390
• 
  Amanda Harris, Rosemary Luckin, Nicola Yuill: Creating Contexts for Productive Peer Collaboration: Some Design Considerations. 391-398
• 
  Erin Walker, Bruce M. McLaren, Nikol Rummel, Kenneth R. Koedinger: Who Says Three's a Crowd? Using a Cognitive Tutor to Support Peer Tutoring. 399-406

Course-Based Experimentation

• 
  Min Chi, Kurt VanLehn: Accelerated Future Learning via Explicit Instruction of a Problem Solving Strategy. 409-416
• 
  Robert G. M. Hausmann, Kurt VanLehn: Explaining Self-Explaining: A Contrast between Content and Generation. 417-424
• 
  Sandra Katz, John Connelly, Christine Wilson: Out of the Lab and into the Classroom: An Evaluation of Reflective Dialogue in Andes. 425-432
• 
  Bruce M. McLaren, Sung-Joo Lim, David Yaron, Kenneth R. Koedinger: Can a Polite Intelligent Tutoring System Lead to Improved Learning Outside of the Lab? 433-440

Authoring Tools and Ontologies

• 
  Stephen Blessing, Stephen B. Gilbert, Steven Ourada, Steven Ritter: Lowering the Bar for Creating Model-Tracing Intelligent Tutoring Systems. 443-450
• 
  Pramuditha Suraweera, Antonija Mitrovic, Brent Martin: Constraint Authoring System: An Empirical Evaluation. 451-458
• 
  Olivier Motelet, Nelson Baloian, Benjamin Piwowarski, José A. Pino: Taking advantage of the Semantics of a Lesson Graph based on Learning Objects. 459-466
• 
  Noboru Matsuda, William W. Cohen, Jonathan Sewall, Gustavo Lacerda, Kenneth R. Koedinger: Predicting Students' Performance with SimStudent: Learning Cognitive Skills from Observation. 467-476

Data Mining

• 
  Titus Winters, Christian R. Shelton, Tom Payne: Investigating Generative Factors of Score Matrices. 479-486
• 
  Oliver Scheuer, Claus Zinn: How did the e-learning session go? The Student Inspector. 487-494
• 
  Xiaonan Zhang, Jack Mostow, Joseph E. Beck: Can a Computer Listen for Fluctuations in Reading Comprehension? 495-502
• 
  Andreas Harrer, Rakheli Hever, Sabrina Ziebarth: Empowering researchers to detect interaction patterns in e-collaboration. 503-510
• 
  Hao Cen, Kenneth R. Koedinger, Brian Junker: Is Over Practice Necessary? - Improving Learning Efficiency with the Cognitive Tutor through Educational Data Mining. 511-518

Posters

• 
  Lisa Anthony, Jie Yang, Kenneth R. Koedinger: Benefits of Handwritten Input for Students Learning Algebra Equation Solving. 521-523
• 
  Odette Auzende, Hélène Giroire, Françoise Le Calvez: Extension of IMS-QTI to Express Constraints on Template Variables in Mathematics Exercises. 524-526
• 
  Roger Azevedo, Amy M. Witherspoon, Shanna Baker, Jeffrey Greene, Daniel C. Moos, Jeremiah Sullins, Andrew Trousdale, Jennifer Scott: Do Various Self-Regulatory Processes Predict Different Hypermedia Learning Outcomes? 527-529
• 
  Ari Bader-Natal, Jordan B. Pollack: Assessing Learning in a Peer-Driven Tutoring System. 530-532
• 
  Nilufar Baghaei, Antonija Mitrovic: Evaluating a Collaborative Constraint-based Tutor for UML Class Diagrams. 533-535
• 
  Carole R. Beal, Erin Shaw, Mike Birch: Intelligent Tutoring and Human Tutoring in Small Groups: An Empirical Comparison. 536-538
• 
  Carole R. Beal, Ronald H. Stevens: Student Motivation and Performance in Scientific Problem Solving Simulations. 539-541
• 
  Jill Burstein, Jane Shore, John Sabatini, Yong-Won Lee, Matthew Ventura: Developing a Text Support Tool for English Language Learners. 542-544
• 
  Tao-Hsing Chang, Chia-Hoang Lee, Hak-Ping Tam: On Issues of Feature Extraction in Chinese Automatic Essay Scoring System. 545-547
• 
  Min Chi, Kurt VanLehn: Domain-Specific and Domain-Independent Interactive Behaviors in Andes. 548-550
• 
  Min Chi, Kurt VanLehn: Porting an Intelligent Tutoring System across Domains. 551-553
• 
  Scotty D. Craig, Kurt VanLehn, Soniya Gadgil, Micki Chi: Learning from Collaboratively Observing Videos during Problem Solving with Andes. 554-556
• 
  Andras Csomai, Rada Mihalcea: Linking Educational Materials to Encyclopedic Knowledge. 557-559
• 
  Dominik Dietrich, Mark Buckley: Verification of Proof Steps for Tutoring Mathematical Proofs. 560-562
• 
  Benedict du Boulay, Genaro Rebolledo-Mendez, Rosemary Luckin, Erika Martínez-Mirón: Motivationally Intelligent Systems: Diagnosis and Feedback. 563-565
• 
  Michael Heilman, Alan Juffs, Maxine Eskenazi: Choosing Reading Passages for Vocabulary Learning by Topic to Increase Intrinsic Motivation. 566-568
• 
  Arthur C. Graesser, Patrick Chipman, Brandon King, Bethany McDaniel, Sidney K. D'Mello: Emotions and Learning with AutoTutor. 569-571
• 
  Yusuke Hayashi, Jacqueline Bourdeau, Riichiro Mizoguchi: Standard-Compliant Scenario Building with Theoretical Justification in a Theory-Aware Authoring Tool. 572-574
• 
  Mathieu Hibou, Jean-Marc Labat: Using Multinets for Learner Modelling. 575-577
• 
  Seiji Isotani, Riichiro Mizoguchi: Using Ontologies for an Effective Design of Collaborative Learning Activities. 578-580
• 
  Pamela W. Jordan: Topic Initiative in a Simulated Peer Dialogue Agent. 581-583
• 
  Judy Kay, Peter Reimann, Kalina Yacef: Mirroring of Group Activity to Support Learning as Participation. 584-586
• 
  Alice Kerly, Susan Bull: Open Learner Models: Opinions of School Education Professionals. 587-589
• 
  Jihie Kim, Erin Shaw, Grace Chern, Roshan Herbert: Novel Tools for Assessing Student Discussions: Modeling threads and participant roles using speech act and course topic analysis. 590-592
• 
  Duenpen Kochakornjarupong, Paul Brna: Evaluating of a Scaffolding System for Supporting Less Experienced Feedback Givers. 593-595
• 
  Amruth Kumar, Adrian Maries: The Effect of Open Student Model on Learning: A Study. 596-598
• 
  Amruth Kumar, Peter Rutigliano: The Effects of Error-Flagging in a Tutor on Expression Evaluation. 599-601
• 
  Hidenobu Kunichika, Akira Takeuchi: Paragraph Development Schemata to Support English Composition. 602-604
• 
  Chun Wai Liew, Joel A. Shapiro, Donald E. Smith, Ryan McCall: Understanding Student Answers In Introductory Physics Courses. 605-607
• 
  Xin Lu, Barbara Di Eugenio, Stellan Ohlsson: Learning Tutorial Rules Using Classification Based On Associations. 608-610
• 
  Moffat Mathews, Antonija Mitrovic: The Effect of Problem Templates on Learning in Intelligent Tutoring Systems. 611-613
• 
  Yongwu Miao, Heinz Ulrich Hoppe, Niels Pinkwart: Situation Creator: A Pedagogical Agent Creating Learning Opportunities. 614-616
• 
  Nancy Milik, Antonija Mitrovic, Michael Grimley: Fitting Spatial Ability into Intelligent Tutoring Systems Development. 617-619
• 
  Brent Morgan, Roby Coles, Joshua K. Brittingham, Barry Gholson: Further Evidence for the Deep-Level Reasoning Question Effect. 620-622
• 
  Roger Nkambou, Engelbert Mephu Nguifo, Olivier Couturier, Philippe Fournier-Viger: A Framework for Problem-Solving Knowledge Mining from Users' Actions. 623-625
• 
  Zachary A. Pardos, Mingyu Feng, Neil T. Heffernan, Cristina Linquist-Heffernan: Analyzing Fine-Grained Skill Models Using Bayesian and Mixed Effects Methods. 626-628
• 
  Ildikó Pelczer, Fernando Gamboa Rodríguez: Automated Assessment of Problem Difficulty in Mathematical Analysis. 629-631
• 
  Diana Rosario Pérez Marín, Ismael Pascual-Nieto, Enrique Alfonseca, Pilar Rodríguez: Automatically Generated Inspectable Learning Models for Students. 632-634
• 
  Prasan Samtani, W. Lewis Johnson: In-game help in the Tactical Language Training System. 635-637
• 
  Olga C. Santos, Jesus Boticario: Supporting Learning Design via dynamic generation of learning routes in ADAPTAPlan. 638-640
• 
  Peter Sen Kee Seow, Chee-Kit Looi, Baohui Zhang: Developing Seamless Learning Environment for Primary Science Education. 641-643
• 
  Benjamin Shih, Kenneth R. Koedinger, Richard Scheines: Optimizing Student Models for Causality. 644-646
• 
  Hilary Smith, Rosemary Luckin, Danae Stanton Fraser, Lisa Williams, Andreas Dünser, Eva Hornecker, Adrian Woolard, Brendan Lancaster: Sun Seeking: Interactive Story-Reading Through Different Media. 647-649
• 
  Jason Tan, John Wagster, Yanna Wu, Gautam Biswas: Effect of Metacognitive Support on Student Behaviors in Learning by Teaching Environments. 650-652
• 
  Tiffany Ya Tang, Gordon I. McCalla: A Multi-Dimensional Paper Recommender. 653-655
• 
  Pierre Tchounikine: Learners' Self-Organization as a First-Class Concern for CSCL Macro-Scripts. 656-658
• 
  Hao-Chuan Wang, Carolyn Penstein Rosé: Supporting Collaborative Idea Generation: A Closer Look Using Statistical Process Analysis Techniques. 659-661
• 
  Yi-Chia Wang, Mahesh Joshi, Carolyn Penstein Rosé, Frank Fischer, Armin Weinberger, Karsten Stegmann: Context Based Classification for Automatic Collaborative Learning Process Analysis. 662-664
• 
  Amali Weerasinghe, Antonija Mitrovic, Brent Martin: Towards a General Model for Supporting Explanations to Enhance Learning. 665-667
• 
  Fang Wei, Glenn D. Blank: Atomic Dynamic Bayesian Networks for a Responsive Student Model. 668-670
• 
  Rob R. Weitz, Neil T. Heffernan, Viswanathan Kodaganallur, David Rosenthal: The Distribution of Student Errors Across Schools: An Initial Study. 671-673
• 
  Amal Zouaq, Roger Nkambou, Claude Frasson: Towards Learning Knowledge Objects. 674-676

Young Researchers' Track Abstracts

• 
  Amir Abdessemed, Mehdi Najjar, André Mayers, Habib Hamam: Toward a Generic Cognitive Model of Knowledge Representation - A Case Study of Problem Solving in DC Electrical Circuits. 679-680
• 
  Katerina Avramides: Students' Conception of Knowledge and Its Link to Knowledge Monitoring in Ill-Structured Subjects: The Potential of Representational Tools to Support Learning. 681-682
• 
  Mihaela Cocea: Learning Engagement: What Actions of Learners Could Best Predict It? 683-684
• 
  Björn Eisen: Adaptive Generation of Feedback in a Learning Environment with Smart Objects. 685-686
• 
  Sylvie Girard: Towards promoting meta-cognition using emotive interface personas within Open-Learner Modelling Environments. 687-688
• 
  Cecily Heiner: Towards A Virtual Teaching Assistant to Answer Questions Asked by Students in Introductory Computer Science. 689-690
• 
  Alan Koenig: Exploring Narrative as a Cognitive Aid in Educational Video Games. 691-692
• 
  Scott W. McQuiggan: Coping with Frustration: Self-efficacy Modelling and Empathetic Companion Agents. 693-694
• 
  Jabari O. Pulliam, Robert Sajan, Katja Hofmann: Modeling Engagement in Educational Adaptive Hypermedia. 695-696
• 
  Anna N. Rafferty, Michael Yudelson: Applying Learning Factors Analysis to Build Stereotypic Student Models. 697-698
• 
  Michael A. Ringenberg: A Student Model Based on Item Response Theory for TuTalk, a Tutorial Dialogue Agent. 699-700
• 
  John C. Stamper: Automating the Generation of Student Models for Intelligent Tutoring Systems. 701-702
• 
  David Storey: Supporting Learning in Games with an Open Learner Model. 703-704
• 
  Amali Weerasinghe: Developing a General Model for Supporting Explanations. 705-706
• 
  Longkai Wu: Incorporating Reflection Prompts into Learning-by-Teaching Environment to Foster Reflective Student Teacher. 707-708
• 
  Ruth Wylie: Are We Asking the Right Questions? Understanding Which Tasks Lead to the Robust Learning of the English Article System. 709-710

Workshop Summaries

• 
  Vincent Aleven, Kevin D. Ashley, Collin Lynch, Niels Pinkwart: AIED Applications in Ill-Defined Domains. 713
• 
  Eric Hamilton, Amy L. Baylor, Mark Chavez, Ronald A. Cole, Chris DiGiano, Andy Hurford, Michael J. Jacobson, Manu Kapur, Leo Lee, Richard Lesh, Manuel Lima, Philip Vahey: Assessment of Group and Individual Learning through Intelligent Visualization (AGILeViz). 714
• 
  Vladan Devedzic, Judith Good, Andreas Harrer, Rosemary Luckin, Darren Pearce, Symeon Retalis, Judy Robertson: The Design of AIED Systems: Learner-Centred and Design Pattern Approaches. 715
• 
  Cecily Heiner, Neil Hefferman, Tiffany Barnes: Educational Data Mining Workshop. 716
• 
  Dawn Woodgate, Danae Stanton Fraser: Emerging Technologies for Inquiry-Based Learning in Science. 717
• 
  Beatriz Barros, Julita Vassileva: From Communities of Interest to Social Learning Communities. 718
• 
  Sidney K. D'Mello, Scotty D. Craig, Rana El Kaliouby, Madeline Alsmeyer, Genaro Rebolledo-Mendez: Modeling and Scaffolding Affective Experiences to Impact Learning. 719
• 
  Mark Riedl, Isabel Machado Alexandre, Brian Magerko, Ana Paiva, H. Chad Lane: Narrative Learning Environments. 720
• 
  Nicola Capuano, Darina Dicheva, Andreas Harrer, Riichiro Mizoguchi: SWEL'07: International Workshop on Ontologies and Semantic Web Services for Intelligent Distributed Educational Systems. 721
• 
  Ido Roll, Vincent Aleven, Roger Azevedo, Ryan Shaun Joazeiro de Baker, Gautam Biswas, Cristina Conati, Amanda Harris, Rosemary Luckin, Antonija Mitrovic, Tom Murray, Barbara White, Philip H. Winne: Workshop on Metacognition and Self-Regulated Learning in ITSs. 722

Tutorial Abstracts

• 
  Antonija Mitrovic, Stellan Ohlsson, Brent Martin, Pramuditha Suraweera: Authoring Constraint-Based Tutoring Systems. 725
• 
  Evandro de Barros Costa, Ig Ibert Bittencourt: Developing Agent-Based Aied Systems under the Perspective of the Semantic Web. 726
• 
  Bert Bredeweg, Paulo Salles: Mediating Conceptual Knowledge with Qualitative Reasoning Technology. 727
• 
  Pamela W. Jordan, Kurt VanLehn: Rapidly Creating a Tutorial Dialogue System Using the TuTalk Tool Suite. 728
• 
  Carolyn Penstein Rosé: TagHelper Tools: Tools for Supporting the Analysis of Verbal Data. 729

Interactive Events Summaries

• 
  Brent Martin, Antonija Mitrovic, Pramuditha Suraweera: Interactive Event: Ontological Domain Modeling of Constraint-Based Its. 733
• 
  W. Lewis Johnson: Tactical Language and Culture Training System: Learn and Author. 734