interactive learning tasks and their technical requirements to multimedia learning systems
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Bremen 22. 04. 2004
Interactive learning tasks and their technical requirements to multimedia learning systems
Sebastian Rudolph& Hermann KörndleTU Dresden
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
Outline
Part I – learning tasks
definition and purposes
design principles
Part II – increase interactivity
on the importance of appropriate feedback
evaluating free answers via Conceptual Graphs
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
Definition
An interactive learning task fosters knowledge acquisition and consolidation by
focussing the user‘s attention to central contents,
invoking, guiding, and enforcing a learning activity in the user,
in case of difficulties, providing appropriate help that enables the user to continue solving the task.
It can be integrated into all phases of the learning process.
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
Integration of tasks into the learning process
Preparation
Evaluation Execution
Tasks
make requirements transparentactivate previous knowledgeguide attention
learning and practicing
apply strategiesuse processing hints
check learning success
scrutinize strategies
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
Construction decisions for complex interactive learning tasks
content specification of the topic content structure
operations specification of the cognitive operations to perform specification of the solution path
form presentation component reactive component interaction channels
interaction design of the interaction processes and feedback algorithms specification of additional information
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
Elaborated feedback: an example
field-tested task set for the advanced qualification in Latin
empiric error analyses
Example
wrong
right
task with same
source of error
task with new
source of error
righttask
with specific source of error
2nd correction attempt
1st correction attempt repeat right solution path
right
wrong
right
wrong
wrongIII. knowledge of correct response (KCR) und
knowledge on how to proceed (KH)• colored indication of error position• juxtaposition of correct vs. wrong result• acoustic presentation of the correct solution procedure
II. KR & knowledge about mistake (KM)• colored indication of error position• in case of systematic error: hint wrt. solution strategy• otherwise: hint by presenting worked-out example
I. knowledge of response (KR)
repeat right solution path
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
Complex tasks
combining „task primitives“, multimedial presentations and simulation environments enhances mental integration of the content
tasks referring to precisely defined and conceptually ordered terms could benefit from the application of ontologies
Example
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
How to increase interactivity even further?
until now: tasks with restricted answer formats advantage: automatic evaluation is easy disadvantage: by presenting choices, solving by
recognition is enabled disadvantage: the answer‘s structure is prescribed
desirable: introduction of tasks with free answers advantage: higher requirements to the student, who has
to structure the answer him-/herself disadvantage: automatic evaluation problematic
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
What about Conceptual Graphs?
invented by John F. Sowa based on Ideas of Charles S. Peirce. [J. Sowa: Conceptual Structures: Information Processing in Mind and Machine. Addison-Wesley, 1983]
purpose: semantically oriented storage, representation and processing of knowledge
aim: kind of representation being equally interpretable and processable by humans and computers
similarities to semantic networks in cognition psychology
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
Basic example
„Sebastian works on conceptual graphs in the TOOLKIT project.“
person: workOn topic:Agnt Thm
Inst
project:
• • conceptual relations• directed arcs
, consisting of and (optional) concept type referentcomposed from:
concepts
Sebastian ConceptualGraphs
Toolkit
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
person: workOn topic:Agnt Thm
Inst
project:
• • conceptual relations• directed arcs
, consisting of and (optional) concept type referentcomposed from
concepts
Sebastian ConceptualGraphs
Toolkit
„Sebastian works on conceptual graphs in the TOOLKIT project.“
Basic example
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
person: workOn topic:Agnt Thm
Inst
project:
• • conceptual relations• directed arcs
, consisting of and (optional) concept type referentcomposed from:
concepts
Sebastian ConceptualGraphs
Toolkit
„Sebastian works on conceptual graphs in the TOOLKIT project.“
Basic example
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
person: workOn topic:Agnt Thm
Inst
project:
• • conceptual relations• directed arcs
, consisting of and (optional) concept type referentcomposed from:
concepts
Sebastian ConceptualGraphs
Toolkit
„Sebastian works on conceptual graphs in the TOOLKIT project.“
Basic example
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
person: workOn topic:Agnt Thm
Inst
project:
• • conceptual relations• directed arcs
, consisting of and (optional) concept type referentcomposed from:
concepts
Sebastian ConceptualGraphs
Toolkit
„Sebastian works on conceptual graphs in the TOOLKIT project.“
Basic example
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
Complex example
„Tom believes Mary wants to marry a sailor. “
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
Sketch: How to handle results of tasks with free answers (1/2)
Reaktionspartner
entziehen
Wer/Was
Wem/Was Wen/Was
Oxidationsmittel
Elektronen
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
Reaktionspartner
entziehen
Wer/Was
Wem/Was Wen/Was
Oxidationsmittel
Elektronen
input graph
wegnehmen
Wer/Was
Wen/Was
Oxidationsmittel
Elektronen
collection of answers conceptual hierarchy
Sketch: How to handle results of tasks with free answers (2/2)
© Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de
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