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Approach to Informing the Design of an Adaptive Learning Support System
Dejan Ljubojevic
Learning Technology Research Institute
Contents
My research - question and aimThe project overview (completed and planned)Pilot Study:
– purpose, – design & implementation,– outcome (tools, architectures and further research
ideas)The way ahead
Research Question and Aim
Question:– What is an 'appropriate' learning design (by which I mean the locus and the
balance of adaptive functionality) inside a system consisting of: 1) learning resources (based on the learning object technology), 2) learning history (learner profile/user information), and 3) an adaptive software agent?
Aim:– Framework for guidance in designing adaptive learning support inside Intelligent
Learning Environment ILE.
Project Overview - completed and planned
Pilot Study - purpose
illuminate the problem space, approximate architecture, set the dynamic in motion to
accumulate ideas through observation,
estimate feasibility given the constraints (time, resources, etc.) and, if necessary, redefine mission statement.
Design,Acquire &Organise
Runtime
Pilot Study - design and implementation
Staging the Dynamic:– 1 Student solving set problem with 1
Tutor’s help,– Java programming problem, ‘Aggregate,
Instantiate and Animate’, inside JCreator IDE,
– Around 25 Learning Aids at hand,
Observing the Dynamic:– Camera capturing the audio/video (face
expressions) data,– HyperCam capturing the screen states,
Analysis:– captured audio/video data analysed
using ‘Conversational Analysis’ (Fox, 1993),
– pre and post session interviews with the tutor subject.
Pilot study - outcomes I
System Architecture
Pilot study - outcomes II
Research communication tool - Problem Solving Universe (PSU) (Ljubojevic, Cook, Boyle, 2003) Learning Activity Description tool
Define problem task at the centre (???)
Decide on dimensions of support, each quadrant (?) a single dimension (tools, concept, procedure etc.)
Main problem solving angle ()
??????
??
?? ??
??
!!
!
!
!
!
!
!
!
! Populate the universe with
resources (!)
Pilot study - outcomes II continued
Problem: Aggregate two objects from a library and animate (motion) the aggregated object across the screen 3.2.1 – Anim. example of while loops; 3.2 – Repetition; Anim. explanation (decisions); 3.1 - Decisions; 2.3.1 Layout of
graphics screen; 2.3 – Graphics; 1.3.3 – Getting Started with J-Creator; 1.3 –Creating a program; 1.2.3 – Visualisation of library and classes; 1.2 – Introduction to OO; 1.1 – Applications of Computers
3.2.1
Pilot study - outcome III
Where does this research fit in the bigger (recognised) scheme of things?– Problem Solving Universe as a IMS Learning Design (IMS LDIM, 2003) - Learning Activity Description
Research ideas:– Observations of possible patterns in Tutor behaviour (too small corpus)
– Observations of Context-shifts as a possible way forward - building on intersubjectivity research ( Baker, Hansen, Joiner, and Traum, 1998)
– Validating the PSU tool through Activity Theory - Activity, Actions and Operations (Vygotsky, 1978)Distribution of the most common Tutor Strategies - Subject 1
0
5
10
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0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200 210 220
Utte rance
Oc
cu
ren
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Conceptual Guidance Direct Gudance Direct Questioning Interpretative Support
Distribution of the most common Tutor Strategies - Subject 2
0
2
4
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10
12
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0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170
Utterance
Oc
cu
re
nc
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Interpretative Support Compare and Contrast Direct Questioning
The way ahead
Study1 Study1,2 Study2
Study2
References:
- Baker, M., Hansen, T., Joiner, R., And Traum, D. (1998). ‘Grounding’ for Intersubjectivity and Learning. 4th Congress of the International Society for Cultural Research and Activity Theory (ISCRAT 98),
University of Arhus, Denmark.
- Fox, B. (1993). Human Tutorial Dialogue. New Jersey: Lawrence Erlbaum.
- IMS LDIM (2003). IMS Learning Design Information Model. Available At: [http://www.imsglobal.org/learningdesign/ldv1p0/imsld_infov1p0.html]
(last visited - 06/10/03).
- Ljubojevic, D., Cook, J., & Boyle, T. (2003). Personalisation Versus the One Size Fits All Approach to Learning Design.
In Proceedings of 10th Annual Conference of
the Association for Learning Technology (ALT-C), Abstracts, p. 70.
- Vygotsky, L. (1978). Mind in Society: The development of higher psychological processes. M. Cole, V. John-Steiner, S. Scribner & E. Souberman (Eds.).
Cambridge: Cambridge University Press.
