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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. Analyze. Design. Develop. Implement. Evaluate. Instructional Design for Collaborative Learning.

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

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  1. 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

  2. Analyze Design Develop Implement Evaluate Instructional Design for Collaborative Learning CL Designer

  3. knowledge opinion opinion explanation discussion Group-C opinion Group-A observation Group-B problem-solving 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

  4. Analyze Design Develop Implement Evaluate What is “Effective” Collaborative Learning ? • All participants are expected to get educational benefits. • What factors does the educational benefit depend on? Relationship among learners Learner’s readiness Interaction among learners

  5. 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.

  6. 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

  7. Collaborative Learning Ontology

  8. Collaborative Learning Ontology • Trigger to start collaborative learning sessions • Tool • Learning scenario • Learning material • Learning process • Learning group • Learner to learner Interaction • Learning goal • Trigger to start collaborative learning sessions • Tool • Learning scenario • Learning material • Learning process • Learning group • Learner to learner Interaction • Learning goal

  9. CL Designer Learning Goals & Learning Theories<design phase> goals Situation W-goal wants to set up Y<=I-goal Interaction wants learners to do I-goal wants learners to get Educational benefit phenomena Learning Theory

  10. CL Designer Role of Phenomena described in Learning Theories< Analyzing Phase > Does the group realize the situation? Situation Are the learners doing such interaction? Interaction monitor Will the learners get such benefits? Educational benefits phenomena Learning Theory Learning Group

  11. Learning Goal OntologyI-goal,Y<=I-goal,W-goal G:Y(La)<=I(Lb) G:Y(Lb)<=I(La) G:W(La,Lb) G:I(La) G:I(Lb) G:W(La,Lb,Lc) G:I(Lc) • -Learning by Teaching • Learning by Self-Expression • Learning by Observation : : • -Acquisition of Content-Specific Knowledge • (accretion, tuning, restructuring) • Development of cognitive skills (cognitive stage, associative stage, autonomous stage) : : Lb La • Setting up the situation for Peer Tutoring • Setting up the situation for Anchored Instruction • Setting up the situation for learning by Cog. Apprenticeship • : : Lc

  12. Conceptual Structure of a W-goal W-goal I-goal I-goal I p/o Y<=I-goal Y<=I-goal You p/o G: I(I) p/o Role Behavior Behavior Role Behavior Behavior I p/o You p/o p/o G: I(I) Primary Focus (P) p/o Secondary Focus (S) p/o S <= P -goal p/o p/o P <= S -goal

  13. W-goal: Cognitive Apprenticeship master apprentice advising advising Cognitive Apprenticeship Primary Focus L by Apprenticeship Secondary Focus S<=P-goal apprentice imitating ＊ master - (meta-)cognitive Skill (cog. & assoc. stg.) ＊ G: I(apprentice) P<=S-goal apprentice imitating L by Guiding masterr ＊ - (meta-)cognitive Skill (auto. stg.) G: I(master)

  14. “T G F”Theory-based Group FormationSupport System Example 1

  15. I-goal:xxx Y<=I-goal: aa W-goal: (empty) readiness: (empty) Learning Goal Ontology Learning Goal Matcher (a) input-window - selecting appropriate learning goals for a learner, or his/her readiness Ontology Searcher W-goal: GW08 member01: I-goal:Gi01 Y<=I-goal: Gy03 role: R11 behavior: B23 cond.: ……. User (b) output-window Figure Generator

  16. “T I A”Theory-based Interaction AnalysisSupport System Example2

  17. 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. 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. 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. La Lc Lb proposition proposition proposition agreement agreement agreement question question question opinion opinion opinion …… …… …… What Types of Interaction Have Occurred ? I agree with… Really? Protocol data I think… Monitor and label each protocol datum using vocabulary in the CL ontology Abstracted Interaction Process teacher or CL-designer

  18. La Lc Lb Finding out the most similar interaction pattern proposition proposition proposition Role Role agreement agreement agreement question question question opinion opinion opinion …… …… …… What Educational Benefits did the Learners Get? W-goal: Peer tutoring Learning Goal Ontology Y<=I-goal (La): Learning by Teaching I-goal (La): Knowledge Acquisition (tuning) Y<=I-goal (Lb, Lc): Learning by being Taught I-goal (Lb, Lc): Knowledge Acquisition (accretion) Abstracted Interaction Process teacher or CL-designer

  19. …... …... P P E E Q Q A A …... Q A Q …... P Q A Q Interaction-Pattern Repository Interaction Pattern Matcher (a) input-window - labeling each protocol datum with a type of utterance …... P Q A Q (b) output-window User Learning Goal Ontology Ontology Searcher W-goal: CA Edu. Benefit (LA): Cognitive Skills (auto. stage) Edu.Benefit (LB): Meta-cognitive Skills (cog. stage) …...

  20. Summary • Collaborative LearningOntology • 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

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