The paper I wrote for CONTEXT-05 was accepted for an oral presentation. Here is the abstract:

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 in- direct 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 misunderstand- ings after they arise, ‘perspective taking’ becomes a more prominent mecha- nism. Fourthly, effort into grounding is turned from needing to be minimised, into needing to be ‘optimised’.

M. Cherubini and J. van der Pol. Grounding is not shared understanding: Distinguishing grounding at an utterance and knowledge level. In CONTEXT’05, the Fifth International and Interdisciplinary Conference on Modeling and Using Context, Paris, France, July 5-8 2005. [PDF]