Design and Analysis of Learners’ Interaction based on Collaborative Learning Ontology

Design and Analysis of Learners’ Interaction based on Collaborative Learning Ontology

A. Inaba, T. Tamura, R. Ohkubo, M. Ikeda,

R. Mizoguchi, & J. Toyoda

I.S.I.R., Osaka University, Japan

Instructional Design for Collaborative Learning

CL Designer

Analyze DevelopDesign Implement

Evaluate

What is “Collaborative Learning” ?

Diversity of collaborative learning processes

Necessity of vocabulary to represent collaborative learning sessions

– To design effective collaborative learning sessions

– To analyze collaborative learning processes

opinion

discussion

opinion

opinion

Group-Aproblem-solving

observation

Group-B

knowledge

explanation

Group-C

What is “Effective” Collaborative Learning ?

What factors does the educational benefit depend on?

All participants are expected to get educational benefits.

Learner’s readiness

Interaction among learners

Relationship among learners

Analyze DevelopDesign Implement

Evaluate

As a solution of the problems…

As justification of design and analysis of CL session, we rely on existent learning theories.

Difficulty in understanding the learning theories

– Due to the lack of common and solid background concepts for collaborative learning

Adopting Ontological engineering technique

- To establish shared understanding about the model of CL session

- To facilitate design and analyze CL sessions justified by learning theories.

Research goals

To construct a system of concepts for Collaborative learning Collaborative Learning Ontology

By constructing the ontology, we aim at– facilitating the comparison among learning

theories,– providing design rationale for collaborative

learning, and – laying the foundation to analyze collaborative

learning sessions

Collaborative Learning Ontology

Trigger to start collaborative learning sessions

Tool

Learning scenario

Learning material

Learning process

Learning group

Learner to learner Interaction

Learning goal

Collaborative Learning Ontology

Trigger to start collaborative learning sessions

Tool

Learning scenario

Learning material

Learning process

Learning group

Learner to learner Interaction

Learning goal

Learning Goals & Learning Theories<design phase>

Situation

Interaction

Educational benefit

Learning Theory

wants learners to do

wants learners to get

CL Designer

phenomena

goalsW-goal

Y<=I-goal

I-goal

wants to set up

Role of Phenomena described in Learning Theories < Analyzing Phase >

Situation

Interaction

Educational benefits

Learning Theory

CL Designer

phenomena

Are the learners doing such interaction?

Will the learners get such benefits?

Does the group realize the situation?

Learning Group

monitor

La Lb

Lc

G:I(Lc)

G:I(Lb)

G:I(La)G:W(La,Lb)

G:W(La,Lb,Lc)

G:Y(La)<=I(Lb)G:Y(Lb)<=I(La)

Learning Goal Ontology

I-goal, Y<=I-goal, W-goal

-Acquisition of Content-Specific Knowledge (accretion, tuning, restructuring)-Development of cognitive skills (cognitive stage, associative stage, autonomous stage) : :

-Learning by Teaching-Learning by Self-Expression-Learning by Observation : :

- Setting up the situation for Peer Tutoring- Setting up the situation for Anchored Instruction- Setting up the situation for learning by Cog. Apprenticeship- : :

Conceptual Structure of a W-goalW-goal

RoleSecondary Focus (S)

RolePrimary Focus (P)

Y<=I-goalS <= P -goal

Y<=I-goalP <= S -goal

p/o

p/o

p/o

p/o

I-goal

Behavior

Behavior

I

G: I(I)

You

p/o

p/o

p/o

I-goal

Behavior

Behavior

I

G: I(I)

You

p/o

p/o

p/o

W-goal: Cognitive ApprenticeshipCognitive Apprenticeship

masterSecondary Focus

apprenticePrimary Focus

S<=P-goal

P<=S-goal

L by Apprenticeship

L by Guiding

advising

apprentice

G: I(master)

masterr- (meta-)cognitive Skill (auto. stg.)

＊

apprentice

G: I(apprentice)

masteradvising - (meta-)cognitive

Skill (cog. & assoc. stg.)

＊＊

imitating

imitating

“T G F”Theory-based Group Formation

Support System

Example 1


Learning GoalMatcher

OntologySearcher

W-goal: GW08member01: I-goal:Gi01 Y<=I-goal: Gy03 role: R11 behavior: B23 cond.: …….

Figure Generator

I-goal:xxxY<=I-goal: aa

W-goal: (empty)readiness: (empty)

User

I nput-window: TGF Support System

Please select one ...I -goal

Y<=I -goal

W-goal

Current State ?

Please select !!Please select !!Please select !!appropriate goals and current state of the learner:

Learning by Guiding

Please select one ...

at associative stage for Developing Cognitive Skills

O K ! Cancel

(a) input-window

- selecting appropriate learning goals for a learner, or his/her readiness

Output-window: TGF Support System

LB

LC

LA

Setting up the situation f or Cognitive Apprenticeship

Role: ApprenticeBehavior: I mitatingEducational benefi t:(Meta) Cognitive Skills(cog. & assoc. stage)

Suitable Condition:No knowledge on (Meta)Cognitive Skills

Goal of I nteraction:Learning by Guiding

(b) output-window

“T I A”Theory-based Interaction Analysis

Support System

Example2

What Types of Interaction Have Occurred ?

La

teacher or CL-designer

Monitor and label each protocol datumusing vocabulary in the CL ontology

LcLbI think…

I agree with…

Really?

La: I think the problem is easy for us.Lb: Really? I cannot solve it.Lc: I agree with La, but it seems to be timeconsuming.



proposition

agreement

question

opinion

……

proposition

agreement

question

opinion

……

proposition

agreement

question

opinion

……Abstracted Interaction Process

Protocol data

What Educational Benefits did the Learners Get?

La

teacher or CL-designer

Role

Role


LcLb

W-goal: Peer tutoring

Y<=I-goal (La): Learning by Teaching

I-goal (La): Knowledge

Acquisition (tuning)

I-goal (Lb, Lc): Knowledge Acquisiti

on (accretion)

Y<=I-goal (Lb, Lc): Learning by being

Taught

proposition

agreement

question

opinion

……

proposition

agreement

question

opinion

……

proposition

agreement

question

opinion

……

Abstracted Interaction Process

Finding out the most similar interaction pattern


InteractionPattern Matcher

Ontology Searcher

(b) output-window

- labeling each protocol datum with a type of utterance

Interaction-PatternRepository

P E Q A …...P E Q A …...P Q A Q …...

P Q A Q …...

W-goal: CAEdu. Benefit (LA): Cognitive Skills (auto. stage)Edu.Benefit (LB): Meta-cognitive Skills (cog. stage)…...

User

(a) input-window

I nput-window: TI A Support System

Speaker Protocol Type

Please labelPlease labelPlease label


Question

each protocol datum with a type of utterance

LA Do you have any idea on this problem?




LB No. It’s difficult for me.

LA Do you remember the problem which I’ve just solved?

LB Yes. Of course.

Please select one ...LA We can regard them as the same problems. Don’t you think so?

LB The same? What do you mean?

Please select one ...LA I mean ….

Output-window: TI A Support System

The most similar interaction pattern is:

The goal of interaction can be regarded as:

The learning theory that supports the session is:

Educational benefi ts are:

OK, thanx ! More detail...

- Cognitive Apprenticeship

- Learning by Guiding (for LA)- Learning by Imitating (for LB)

- Development of Meta-cognitive Skills: Cog. & Assoc. stage (for LB)- Development of Cognitive Skills: Auto. stage (for LA)

explanation question answer proposition explanation

question answer

Q A …...Q

SummaryCollaborative Learning Ontology– a system of concepts to represent a collaborative learning session

Learning Goal Ontology– as a part of Collaborative Learning Ontology– I-goal, Y<=I-goal, W-goal

Design Support for CL: Theory-based Group Formation– to form effective collaborative learning groups appropriate for the learners’ states

Analysis Support for CL: Theory-based Interaction Analysis– To help users to abstract essence of interaction from complex raw protocol data– To infer educational benefits expected to be gained by the learners

Documents

Design and Analysis of Learners’ Interaction based on Collaborative Learning Ontology