Advanced Interactive Learning Enviroments: Introduction

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Advanced Interactive Learning Enviroments
Introduction
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Helping learners to improve their learning and
communication

• through observing and analysing their
  difficulties
• modelling individual students difficulties and
  misconceptions
• designing, developing and evaluating computer
  based learning support and communication tools

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Human One-to-one Tutoring

• Human tutoring is the most effective form of
  instruction
• Tutors maintain delicate balance
• - students do as much of the work as possible
• - tutors provide just enough guidance to keep
  students from becoming frustrated or confused
• students maintain a feeling of control
• Todays intelligent tutoring systems show
  learning gains that are half that of human
  tutoring

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Dialogue-based Learning Environments

• Intelligent Tutoring Systems are effective, but
  NOT as effective as human tutors.
• The question is why not?
• Dialogue is the key - observing, analysing and
  modelling in educational contexts
• Natural language offers indirect techniques for
• signalling disagreement or uncertainty,
  suggesting solutions, etc
• - switching topic
• - taking or relinquishing initiative

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Edinburgh Experience in this.

• Mathematics (Logo, LeActivemaths)
• Physics (dynamics, electricity)
• Language learning and Communication
• typing, spelling, reading, story writing,
  syntax, argument, discussion, humour
• Second language learning/ESL
• Special needs (cognitive and physical)
• e.g. dyslexia, hearing, typing
• Music (harmony teaching, drumming)
• Programming (Prolog, Lisp)
• Ecological modelling, Knowledge Modelling

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Aims and Objectives

• to equip students with the skills to design and
  evaluate intelligent and adaptive educational
  tools
• to better understand the role of communication in
  learning
• to enable students to better understand the
  relationship between informatics and education
• to understand the role that Informatics can play
  in testing educational theory.

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Contributions to Programme Outcomes Knowledge
Understanding

• broad knowledge of theoretical basis for
  pedagogical tools
• understanding of role of Informatics in
  developing and testing pedagogical theory
• knowledge of previous work in developing
  intelligent educational tools and environments
• understanding of methodology for designing,
  building and evaluating educational tools and
  environments
• appreciation of difficulties of developing and
  testing effective pedagogical software.

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Contributions to Programme Outcomes Intellectual
Skills

• Students will learn
• to apply pedagogical theory to the design of
  pedagogical software, and
• to understand the difference between software
  that is based on theoretical motivated design and
  that that has no underlying pedagogical
  principles.
• 2. They will also learn techniques for evaluating
  the design and effectiveness of educational
  tools.

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Contributions to Programme Outcomes

• Practical Skills
• Students will learn how various informatics
  techniques can be used in the design and
  implementation of pedagogical software, and will
  carry out evaluation of a number of existing
  systems.
• Design tasks will include interface and
  interaction design as well as educational/instruct
  ional design.
• Transferable Skills
• Critical evaluation skills. Ability to design and
  evaluate software. Writing reports on empirical
  studies.

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Teaching Activities

• Lectures providing the background to the
  methodology and issues in AILE
• Some reading based seminar style sessions
  exploring specific issues
• Hands-on sessions introducing various tools and
  systems.

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Assessment

• Two coursework assignments
• 1. one will be designing a pedagogical system (or
  component of one), using knowledge or previous
  systems and empirical data to inform the design
• 2. the other will be a practical one involving
  aspects of system implementation
• Examination worth 70

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Materials

• Readings in George Sq Library and on-line
• (lot lost in fire)
• Will recommend papers
• Slides of lectures on web page (not ready yet)
• Plus other resources
• No set text.

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Language learning example

• e.g. neiz -gt

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Identifying and Correcting Errors

• e.g. neiz -gt knees/niece
• wen -gt

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Identifying and Correcting Errors

• e.g. neiz -gt knees/niece
• wen -gt when/went/we/win
• fiknusiz -gt

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Identifying and Correcting Errors

• e.g. neiz -gt knees/niece
• wen -gt when/went/we/win
• fiknusiz -gt thicknesses
• thhhee fdsooog rrrrraaanm -gt

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Identifying and Correcting Errors

• e.g. neiz -gt knees/niece
• wen -gt when/went/we/win
• fiknusiz -gt thicknesses
• thhhee fdsooog rrrrraaanm -gt the dog ran
• John is teacher.
• Sandy is pig.
• I am doctor.
• John is a good man.

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Providing feedback

• e.g. neiz -gt knees/niece
• wen -gt when/went/we/win
• fiknusiz -gt thicknesses
• thhhee fdsooog rrrrraaanm -gt the dog ran
• John is teacher.
• Sandy is pig.
• I am doctor.
• John is a good man.
• You seem to use no article instead of a or an
  before a singular count noun and after the verb
  to be