%0 Conference Proceedings %T Grounding is not shared understanding : distinguishing grounding at an utterance and knowledge level %+ Centre de Recherche et d'Appui pour la Formation et ses Technologies (CRAFT) %+ Institute of Education (IVLOS) %A Cherubini, Mauro %A van Der Pol, Jakko %A Dillenbourg, Pierre %< avec comité de lecture %( CONTEXT'05, the Fifth International and Interdisciplinary Conference on Modeling and Using Context, Paris, France %B CONTEXT'05, the Fifth International and Interdisciplinary Conference on Modeling and Using Context %C Paris, France %P 11 pages %8 2005 %D 2005 %K grounding %K shared understanding %Z Computer Science [cs]/Technology for Human LearningConference papers %X This paper argues that for the study and facilitation of collaborative learning, existing theories of grounding such as that of Clark and Shaefer [5] cannot be applied without adjustments. When comparing collaborative learning and conversation, four dimensions can be identified where grounding at a knowledge level differs from the grounding at an utterance level. Firstly, the indirect access and the existence of a range of manifest meanings, poses the need for a notion of ‘groundedness'. Secondly, we propose providing evidence in ‘co-referenced actions' to be an important process as well as an additional marker to assess grounding. Thirdly, instead of simply repairing misunderstandings after they arise, ‘perspective taking' becomes a more prominent mechanism. Fourthly, effort into grounding is turned from needing to be minimised, into needing to be ‘optimised'. %G English %2 https://telearn.hal.science/hal-00190089/document %2 https://telearn.hal.science/hal-00190089/file/Cherubini_2005.pdf %L hal-00190089 %U https://telearn.hal.science/hal-00190089 %~ TELEARN %~ TICE %~ TEL