Recognizing Opportunities for Mixed-Initiative Interactions in Self-Regulated Learning

1. Recognizing Opportunities for Mixed-Initiative Interactions based on thePrinciples of Self-Regulated Learning Jurika Shakya, Samir Menon, Liam Doherty, Mayo Jordanov, Vive Kumar November 6, 2005 Simon Fraser University AAAI-2005 Fall Symposia, Arlington, Virginia

2. Outline • Motivation • Self Regulatory Learning Theory • Example • MI-EDNA Architecture • Future Direction

3. Motivation Learner that can use help in self regulating their learning Top Performers • Learning is viewed as an activity that students do for themselves in a proactive way rather than as a covert event that happens to them in reaction to teaching • The top performers are associated with self-regulatory capabilities. • Learners in the opposite end of the bell curve, could improve with some help in their learning style. • The goal of helping the learners learn with SRL theory-centric help can be best achieved through mixed-initiative approach.

4. Self-Regulatory Learning Theory • SRL is a theory that concerns how learners develop learning skills and how they develop expertise in using learning skills effectively. • SRL theories • Zimmerman’s 3 phase model • Forethought Phase • Performance Phase • Self-reflection Phase • Winne’s 4 state model • Knowledge • Goals • Tactics and Strategies • Product

5. Self-Regulatory Learning Theory Phases and Subprocesses of Self-Regulation. From B.J. Zimmerman and M. Campillo (in press), “Motivating Self-Regulated Problem Solvers.” In J.E. Davidson and Robert Sternberg (Eds.), The Nature of Problem Solving. New York: Cambridge University Press

6. SRL guidance Interactions MI-EDNA

7. MI-EDNA System Architecture

8. Recognition of Initiative Opportunities • passively observes learner interactions • Instantiating the interactions into the CILT ontology • recognizes opportunities for initiatives • Tracking interactions into learning tasks • Mapping the learning tasks into tactics and strategies • Inferring the activities involved in the SRL phases from the tactics and strategies. • actively initiates interactions • Based on the SRL principles • Based on the scaffolding/Fading principles

9. Recognize Opportunities

10. Actively Initiates • Dissemination Categories • Content Scaffolds • are based on the content that the learner is currently interacting within a session. • Process Scaffolds • guide the learner to monitor his/her learning processes. • Learner Knowledge Scaffolds • are based on the subject knowledge of the learner as modeled by the system. • Normative Scaffolds • place their emphasis on the norms established by other learners in group-study or class-room settings. The feedback offered here is expected to help a learner learn by emulating the tactics of others. • Context Scaffolds • system provides relevant information when it is aware of the information required by a learner in response to his/her interactions.

11. Future work Some of the mixed-initiative aspects of this research is to • Explore the suitable interfaces required for mixed-initiative aspect of MI-EDNA • An evaluation of the influence of mixed-initiative interactions and interfaces • Explanation-aware SRL modelling and scaffolding/fading techniques • The effects of MI approach SRL help on the learner • Deploying the MI-EDNA system on various other domains.

12. THANK YOUQuestions ? MI3 Team, SFU (Liam Doherty, Mayo Jordanov, Sam Menon, Shilpi Rao, David Brokenshire, Pat Lougheed, Vive Kumar) This research was funded by LearningKit project (SSHRC-INE) LORNET project (NSERC)