Eva L. Ragnemalm

Student diagnosis in practice; bridging a gap

This paper presents a novel framework for looking at the problem of diagnosing a students knowledge in an Intelligent Tutoring System. It is indicated that the input and the conceptualisation of the student model are significant for the choice of modeling technique. The framework regards student diagnosis as the process of bridging the gap between the students input to the tutoring system, and the systems conception and representation of correct knowledge. The process of bridging the gap can be subdivided into three phases, data acquisition, transformation and evaluation, which are studied further. A number of published student modeling techniques are studied with respect to how they bridge the gap.

Persuasive Technology : Design for Health and Safety

The ABC framework provides determinants for leveraging the motivational power of online social networks with the determinants for promoting health behaviour changes. We designed VivoSpace, a medium fidelity prototype of an online social network to promote healthy behaviour changes based on the guidelines for incorporating these determinants. We evaluated the determinants of appeal, belonging and commitment using both direct and indirect methods with 36 adult subjects. Indirect evaluation methods included a helping game experiment, adopted from experimental behavioural economics to measure indirect reciprocity evoked by VivoSpace, which is an important factor in developing belonging. Similarly, an in-group experiment was adopted to evaluate group commitment. Our results show that VivoSpace’s design based on the ABC framework result in a strong degree of agreement with the appeal determinants with evidence for the promotion of belonging and commitment. Thus, we have evidence for the effectiveness of design elements for evoking behaviour change to improve health using an online social network.

Collaborative Dialogue with a Learning Companion as a Source of Inforamtion on Student Reasoning

This report focuses on a problem within the area of Intelligent Tutoring Systems; that of analysing students reasoning (student diagnosis). A novel approach to collecting information for this analysis, complementary to traditional student modelling techniques, is presented. This technique is based on using a Learning Companion, a computer based agent, as a collaboration partner to the student. In the dialogue between the student and the Learning Companion, information on their problem-solving process is revealed. This information would then be extracted and used for student modelling purposes. Analysis of the proposed solution is commenced in a small experiment and an explorative implementation described here.

Simulated Provocations: A Hypermedia Radio Theatre for Reflection on Classroom Management:

Background. Learning to manage a classroom is a difficult but important part of teacher education. Earlier research on simulations for learning classroom management has highlighted the difficulty of supporting reflection. Purpose. This case study explores and evaluates the design of a simulation for student teachers’ reflection on classroom management. Design. The design process resulted in the scenario-based SIMPROV simulation, which was made in the form of a hypermedia radio theatre that students go through in pairs or triads. Authoritarian, authoritative, democratic, and compliant leadership styles were built into the choices student teachers made. Evaluation. The simulation was evaluated in two courses where the participants’ level of reflection and perceived knowledge improvement was measured using a questionnaire. Forty-three first-year student teachers, 48 third-year student teachers, and 38 of the student teachers’ mentors participated in the evaluation. Results. The results indicate that participants engaged in reflection and understanding to a high degree, and only to a low degree in critical reflection or habitual action. Conclusions. The conclusions are that the scenario-based simulation designed as a hypermedia radio theatre supported knowledge improvement, understanding, and reflection and that social interaction during and after simulation sessions was an important feature.

Simulating Variation in Order to Learn Classroom Management.

Abstract Classroom management is an important part of learning to be a teacher. The variation theory of learning provides the insight that it is important to vary the critical aspects of any task or subject that is to be learned. Simulation technology is useful in order to provide a controlled environment for that variation, and text as a medium gives the opportunity to control exactly what aspects are presented to the learner. This study shows that text-based simulation has the potential to help the learner discern critical aspects of classroom management.

Academics' Reflections on the Use of ePortfolio Documentation of Pedagogical Skills: A Pilot Study.

Academics reflections on the use of eportfolio documentation of pedagogical skills: a pilot study