its and scorm
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ITS and SCORM. Xiangen Hu, Andrew Olney, Eric Mathews, Art Graesser The University of Memphis. Agenda. AutoTutor ADL and SCORM ITS and SCORM2004 Summary. AutoTutor. Tutoring. Effective Tutoring Involves the Student: (Graesser, Person, and Magliano 1995; Chi 1996) - PowerPoint PPT PresentationTRANSCRIPT
ITS and SCORM
Xiangen Hu, Andrew Olney, Eric Mathews, Art GraesserThe University of Memphis
Agenda
• AutoTutor
• ADL and SCORM
• ITS and SCORM2004
• Summary
AutoTutor
Tutoring
• Effective Tutoring Involves the Student: (Graesser, Person, and Magliano 1995; Chi 1996)
– Taking an active role in knowledge construction
– Asking questions– Generating their own explanations– Recognizing their misconceptions– Synthesizing information
Tutoring
• Untrained tutors are effective (Bloom 1984; Cohen, Kulik, and Kulik 1982; Graesser and Person 1994)
• Possible explanations for tutoring effectiveness: (Graesser, Person, and Magliano 1995)
– Interactive dialog– Collaborative construction of knowledge– Explanations are generated– Concrete examples– Deep reasoning questions
AutoTutor
• A computer program that is designed to tutor students in computer literacy and conceptual physics.
• Simulates the tutoring strategies used by human tutors.
• AutoTutor interacts with students and covers topic material in the course of a conversation.
AutoTutor
Language Extraction
Speech actclassifier
LatentSemanticAnalysis
CurriculumScript
AnimatedAgent
Dialog Management
Topic/ProblemSelection
When a car without headrests on the seats is struck from behind, the passengers often suffer neck injuries. Why do passengers get neck injuries in this situation?
QuestionHead Simulation
Parameter Controls Describe what
happens
ADL and SCORM
What is ADL?
Advanced
Distributed
Learning
Advanced Distributed Learning:What’s New?
• Advanced Technologies– Advanced delivering technology– Advanced assessment
methodologies
• Advanced Learning Paradigms– Cognitive theory of learning– Intelligent tutoring
• Advanced Standards– Shareable learning objects– Anyone, anywhere, anytime, any
system
Distributed Learning
Distributed Learning
EmbeddedTraining
EmbeddedTraining
DistributedSimulationDistributedSimulation
PerformanceAssessment
PerformanceAssessment
Digital KnowledgeLibraries
Digital KnowledgeLibraries
OfficeOffice
SchoolSchool
HomeHome FieldField
In TransitIn Transit
ADL Co-Labs and Partnership Labs
An open collaborative environment for sharing learning technology research, development, and assessments.
ADL Vision
ADL STRATEGYAny TimeAny WhereLearning
Right Time Right PlaceLearning
Classroom
Electronic Classroom• CBT/CD-ROMs
Distributed Learning• web-based modular content• intelligent tutors• interoperability and reuse• wide spread collaboration
Distance Learning• web-based Classroom• video tele-training
Strategy
• Exploit existing network-based technologies• Create platform-neutral, reusable courseware and
content to lower costs• Promote wide spread collaboration to satisfy
common needs • Enhance performance with emerging and next-
generation learning technologies • Develop common framework that drives COTS
product cycle• Establish a coordinated implementation process
Explore the technology for “learning objects”
Functional Requirements for “learning objects”
– Accessibility: access instructional components from one remote location and deliver them to many other locations
– Interoperability: use instructional components developed in one location, with one set of tools or platform, in another location, with a different set of tools or platform
– Adaptability: tailor instruction to individual and situational needs– Reusability: incorporate instructional components into multiple
applications– Durability: operate instructional components when base
technology changes, without redesign or recoding– Affordability: increase learning effectiveness significantly while
reducing time and costs
ADL “SCORM”
– Need of standards• Best practice in all other industries
– Proven methodology• Object oriented
– Cutting edge technology• xml based
– “SCORM”• Sharable Content Object Reference Model
– Innovated Strategy • ADL Co-Labs• PlugFest
ITS and SCORM2004
ITS basics
• Two Levels of questions– What material does the tutor want to cover with the
student?• Knowledge of the domain• Teacher’s model• Student’s Model
– How does the tutor present the material during the session?
• Teaching knowledge• Tactics• Theory driven
TopicNewton’s Laws
SubtopicPumpkin Problem
SubtopicCar Collision
SubtopicElevator Problem
Answer Element1
Answer ElementK
Hint1
Prompt1
Elaboration1
HintN
PromptN
ElaborationN
AnswerConstruction
Introduction“Two cars...
Summary“Because...
SCORM2004 SN• Sequencing and Navigation
– Activity Tree• Smallest unit is SCO
– Clustering• Allows structuring to
implement knowledge structure
– Rollup Rollover• Dynamic sequencing adaptive
to the users• Capable of answering the first
question of ITS– Organize knowledge
• Not a standard for the second level question– Theory neutral
Course
Module 3
Chapter 1
Lesson 02
Lesson 01
Module 2
Lesson 03
Lesson 02
Lesson 01
Lesson 04
Module 1
Lesson 02
Lesson 01
Chapter 2
Course
Module 3
Chapter 1
Lesson 02
Lesson 01
Module 2
Lesson 03
Lesson 02
Lesson 01
Lesson 04
Module 1
Lesson 02
Lesson 01
Chapter 2
Cluster A
Cluster B
Cluster ECluster C
ClusterD
Formal Models
• Need of formal model– Having a standard, one needs a model
• An ITS model that model Teacher/Student Interaction– ITS contains
• A set of items• A relation among the items
– ITS • Presents a stimulus to students• Receive a response from students
– ITS • Assign (numerical) values to any combination of stimulus/response
pair• Store interaction history• Select next item as stimulus based on probability distribution that
is conditional to the prior interaction history.
Formal Models
• Two types of Models for ITS– knowledge based
• REDEEM (Ainsworth and Wood 2004): Advanced Planning
– uncertainty based• Markov Decision Processes (Matsuda & Van Lehn,
2001): Based on interaction between tutor and student
Summary
Summary
• ITS are theory driven in nature– Teaching tactics emphasize effective micro
dialog/interaction between tutor and student– Highly individualized, tailored to user learning
style– Smallest unit may be simple feedback such as
hint or prompt– Probability of selecting next item is
determined by specific teaching tactics
Summary
• SCORM SN emphasize higher level knowledge structure– Theory neutral– Provide basic selection mechanism at the
level of knowledge structure– Have difficulty covering all teaching tactics as
standard– The concept of assets allow ITS objects
handle micro interactions, but not capable capture detailed interaction at the asset level
End
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