Paul Brna

Extending the scope of the student model

In this paper we maintain that there are benefits to extending the scope of student models to include additional information as part of the explicit student model. We illustrate our argument by describing a student model which focuses on 1. performance in the domain; 2. acquisition order of the target knowledge; 3. analogy; 4. learning strategies; 5. awareness and reflection. The first four of these issues are explicitly represented in the student model. Awareness and reflection should occur as the student model is transparent; it is used to promote learner reflection by encouraging the learner to view, and even negotiate changes to the model. Although the architecture is transferable across domains, each instantiation of the student model will necessarily be domain specific due to the importance of factors such as the relevant background knowledge for analogy, and typical progress through the target material. As an example of this approach we describe the student model of an intelligent computer assisted language learning system which was based on research findings on the above five topics in the field of second language acquisition. Throughout we address the issue of the generality of this model, with particular reference to the possibility of a similar architecture reflecting comparable issues in the domain of learning about electrical circuits.

Applying Interactive Open Learner Models to Learning Technical Terminology

Our work explores an interactive open learner modelling (IOLM) approach where learner diagnosis is considered as an interactive process involving both a computer system and a learner that play symmetrical (to a certain extent) roles and construct together the learner model. The paper presents an application of IOLM for diagnosing and fostering a learners conceptual understanding in a terminological domain. Based on an experimental study, we discuss computational and educational benefits of IOLM in terms of improving the quality of the obtained learner model and fostering reflective thinking.

Learning to Think and Communicate with Diagrams: 14 Questions to Consider

This paper looks at the particular role which diagrammatic representations, and external representations more generally, play within an educational context. In particular, it considers the way in which the demands on diagrammatic representational systems in educational settings differ with respect to other settings (e.g. professional): in some instances, these demands are increased, while in others, the demands are markedly different.The paper considers three key issues: the question of whether diagrams make certain tasks easier (and whether this is desirable from an educational point of view), the generalisation and transfer of diagrammatic skills once learnt, and the possible problems associated with simultaneously learning domain knowledge and a novel representational system.The paper then considers a number of sub-issues, and concludes by highlighting areas of particular interest for future AI research.

Presence and Reflection in Training: Support for Learning to Improve Quality Decision-Making Skills under Time Limitations

Virtual Reality (VR) has been used for some time for training various skills. The results obtained are generally very reassuring, suggesting that Virtual Environments (VEs) are an effective new kind of educational tool. There are some, however, who argue that there are cases in which a 2D approach would achieve the same training effect. The literature suggests that the key features that distinguish VR from other training approaches is the sense of presence, which provides a first-person experience of the world. Usually, real world learning is multisensory and gives ownership and control over the experience, increases learner motivation, and triggers the construction of knowledge. Despite technical limitations, a VE is the most effective form of information technology for providing multisensory experience including visual, auditory, and to some extend haptic and tactile cues. The sense of presence ensures that the perceived experience is interpreted as being real and makes it likely that skills learned in the VE will be transferred to the real world. We argue that for training time-limited decision-making skills, the learner should also have an opportunity to reflect on actions/strategies to improve performance. Therefore a virtual environment for training should also provide support for students to reflect on their performance. This paper describes a prototype training system that aims to support both construction of knowledge and cognitive learning. It is also intended to trigger a sense of presence as well as provide support mechanisms, not available in the real world, that the students can exercise to reflect on the training experience.

Supporting high quality interaction and motivation in the classroom using ICT: the social and emotional learning and engagement in the NIMIS project

This article considers some of the final outcomes of the UK division of the NIMIS project (Networked Interactive Media in Schools). This was an international European Union funded project which involved creating a classroom of the future in three European elementary schools. This article concentrates on the outcomes of the UK section of the project in a Year 1 classroom in an elementary school near Leeds. The project set out to enhance interaction in the classroom through careful design of the system and careful selection of the hardware. This article looks in some detail at the evidence from the findings about the interactions that occurred in the classroom and the differing power relationships involved, both between teachers and children and between the children themselves. It also looks at evidence of the levels of engagement in the classroom and the emotional response of the children to lessons using the computers. It concludes that information and communications technology that is carefully planned and designed and integrated into good classroom practice can support both relationships and motivation, leading to long-lasting engagement and learning.

Effective affective in intelligent systems - building on evidence of empathy in teaching and learning

This paper considers how research into empathy in teaching and learning can inform the research into intelligent systems and intelligent agents embedded in educational applications. It also relates this research to some analysis of classroom practice completed as part of the EU funded NIMIS project. The project is developing three applications, one of which aims to support writing development with young children aged 5-6 years based on a cartoon format. The NIMIS classroom as a whole is designed to enhance and augment existing classroom practices and to foster collaboration by non-intrusive hardware and intuitive hardware and software interfaces. To this end it seeks to enhance both human and electronic communication in the classroom. Empathy is central to ensuring the quality of human communication and personal development. This paper suggests that intelligent systems that can consider more carefully the processes and feelings involved in human interactions in teaching and learning, may promote higher quality support for students in classrooms.

Confronting misconceptions in the domain of simple electrical circuits

This paper starts from the assumption that learning is promoted through confronting students with the inconsistencies entailed by their own beliefs. The issue is explored in the domain of electricity in the context of simple DC circuits. Previous work is used as the basis for the construction of a programme of work that is undertaken by a group of students. This programme entailed the development of a computer-based modelling environment called ELAB. The underlying design principle is that students should be able to model electrical circuits at a level which permits them to express some of their explicit (possibly mistaken) beliefs about relevant concepts. Other, implicit, beliefs should also be detectable through use of the system. The results derived from observation suggest that computer-based modelling facilities can provide advantages over approaches exploiting other media. In particular, such systems can be used to promote the kinds of intellectual conflict that are believed to be beneficial.

Prolog programming techniques

In this paper we introduce the concept of a Prolog programming technique. This concept is then distinguished both from that of an algorithm and that of a programming cliché. We give examples and show how a knowledge of them can be useful in both programming environments and in teaching programming skills. The extraction of the various techniques is outlined. Finally, we discuss the problem of representing techniques where we conclude that the most promising approach is the development of a suitable meta-language.

Mr. Collins: A collaboratively constructed, inspectable student model for intelligent computer assisted language learning

This paper describes ‘Mr. Collins’, a student model for intelligent computer assisted language learning (ICALL), which is based on the results of empirical studies conducted in the target domain. ‘Mr.Collins’ is constructed and updated through student/system collaboration. This collaborative approach to learner modelling aims both to promote student reflection through discussion of the student-model, and to provide more detailed and accurate information for the model. Due to his own contributions the student is less likely to regard the model with suspicion. Because the student model is the focus of the system, it must contain more information than is typically found in learner models. Therefore, in addition to domain knowledge and misconceptions, ‘Mr. Collins’ also models learner confidence, background languages and learning strategies. The typical acquisition sequence for the target rules is explicitly modelled to provide an additional perspective from which the system may assess learner input.

Programming Languages in Education: The Search for an Easy Start

(i) We first discuss educational objectives in teaching programming, using Logo research as a vehicle to report on versions of the ‘transfer of competence’ hypothesis. This hypothesis has received limited support in a detailed sense, but not in its original more grandiose conception of programming as a ‘mental gymnasium’. (ii) Difficulties in learning quickly abnegate educational objectives, so we next turn to Prolog, which originally promised to be easy to learn since it reduces the amount of program control that the programmer needs to define, but which turned out to be very prone to serious misconceptions. Recent work suggests that Prolog difficulties may be caused by an inability to see the program working. (iii) Does the remedy therefore lie in starting learners on programmable devices that are low level, concrete and highly visible? Research on this line has brought out another problem: learners find the ‘programming plans’ hard to master. (iv) Finally, we sketch a project designed to teach standard procedural programming via ‘natural plans’. Our conclusions stress pragmatic approaches with much attention to ease of use, avoiding taking ‘economy’ and ‘elegance’ as virtues in their own right.