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Technologies that Enhance Technologies that Enhance LearningLearning

W. Lewis JohnsonW. Lewis Johnson

Center for Advanced Research in Center for Advanced Research in Technology for Education (CARTE)Technology for Education (CARTE)

Univ. of So. Calif. / Info. Sci. Inst.Univ. of So. Calif. / Info. Sci. Inst.

http://www.isi.edu/isd/cartehttp://www.isi.edu/isd/carte

johnson@isi.edujohnson@isi.edu

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Purpose of CARTEPurpose of CARTE

CARTE is: the Center for CARTE is: the Center for Advanced Research in Advanced Research in Technology for Education at Technology for Education at USC / ISIUSC / ISI

CARTE is a leader in:CARTE is a leader in: Developing new technologiesDeveloping new technologies Applying them in real learning environmentsApplying them in real learning environments

Our goal: instruction that isOur goal: instruction that is More responsive to student needsMore responsive to student needs More interactive and collaborativeMore interactive and collaborative Motivating and engagingMotivating and engaging

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The Next Wave: On-Line The Next Wave: On-Line EducationEducation

Colleges are increasingly delivering Colleges are increasingly delivering instruction on lineinstruction on line

Learning materials (lectures, notes) accessed via Learning materials (lectures, notes) accessed via the Webthe Web

Homework submitted via email or on-line quizzesHomework submitted via email or on-line quizzes On-line discussions instead of classroom On-line discussions instead of classroom

discussionsdiscussions Course data managed by course management Course data managed by course management

systems (e.g., Blackboard, Mallard)systems (e.g., Blackboard, Mallard)

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Shortcomings of On-Line Shortcomings of On-Line InstructionInstruction

Most on-line courses do not differ Most on-line courses do not differ significantly from conventional significantly from conventional coursescourses

Guidance and feedback are limitedGuidance and feedback are limited Scoring of right & wrong answersScoring of right & wrong answers Email places new burdens on instructorEmail places new burdens on instructor

Limited ability to fit the needs and Limited ability to fit the needs and interests of individual learnersinterests of individual learners

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Example: Introductory Example: Introductory Chemistry at USCChemistry at USC

Department of Chemistry has Department of Chemistry has incorporated technology extensively incorporated technology extensively into curriculuminto curriculum

Online grades, and exam keys Online grades, and exam keys 3D chemical models, animations 3D chemical models, animations Interactive tutorials, web quizzesInteractive tutorials, web quizzes SimulationsSimulations

Still, they identified unmet needs:Still, they identified unmet needs: Tutorials that adapt to learner responsesTutorials that adapt to learner responses Exercises that focus on learning and applying Exercises that focus on learning and applying

chemical principleschemical principles

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Objectives of Our ResearchObjectives of Our Research

On-line multimedia that significantly On-line multimedia that significantly improves (on) classroom instructionimproves (on) classroom instruction

Lessons that keep learners highly motivatedLessons that keep learners highly motivated Interactive problem solving experiences, with Interactive problem solving experiences, with

guidance and feedbackguidance and feedback Software that helps learners meet individual Software that helps learners meet individual

learning goalslearning goals

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What the Student Sees Now(on demand web cast)

Microsoft Media PlayerPDF or PowerPoint

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USC DEN – Webcasting (updates)USC DEN – Webcasting (updates)

Live chat, polling, etc.

Source encoding

High resolution image sync. directfrom multiple sources)

(computer, video, document camera)

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DEN Technology DEN Technology In The FutureIn The Future

More use of on-line lecture notes and More use of on-line lecture notes and exercises, less talking head videoexercises, less talking head video

Improve learning experience for Improve learning experience for remote AND on-campus studentsremote AND on-campus students

More support for interactive, More support for interactive, collaborative exercisescollaborative exercises

Greater use of innovative Greater use of innovative technologies, e.g., technologies, e.g., guidebotsguidebots

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GuidebotsGuidebots

Animated characters that:Animated characters that: Interact with students in learning envs.Interact with students in learning envs. Model skills being taughtModel skills being taught Help keep learning on trackHelp keep learning on track Act as guides, tutors, teammatesAct as guides, tutors, teammates Engage in instructional dialogEngage in instructional dialog Enhance motivation and interestEnhance motivation and interest

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Guidebot-Assisted Learning Guidebot-Assisted Learning Projects at CARTEProjects at CARTE

Virtual reality training environmentsVirtual reality training environments Application: military trainingApplication: military training

Interactive multimedia dramasInteractive multimedia dramas Application: health communicationsApplication: health communications

On-line guided problem solvingOn-line guided problem solving Applications: medicine, dentistry, chemistry, Applications: medicine, dentistry, chemistry,

engineeringengineering

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Roles of GuidebotRoles of Guidebot

To provide voiceover commentaryTo provide voiceover commentary To ask and answer questionsTo ask and answer questions To offer advice and guidanceTo offer advice and guidance To assess learner knowledgeTo assess learner knowledge To intervene motivationallyTo intervene motivationally

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Lessons from Educational Lessons from Educational PsychologyPsychology

Course should support Course should support active learningactive learning Guidebots support individual initiative and sense-Guidebots support individual initiative and sense-

making activitiesmaking activities

Course should obey Course should obey principles ofprinciples of multimedia learningmultimedia learning

Guidebots are designed to obey these principlesGuidebots are designed to obey these principles

Course should enhance Course should enhance learnerlearner motivationmotivation

Guidebots enhance both cognitive and motivational Guidebots enhance both cognitive and motivational aspects of learningaspects of learning

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Lessons from Expert TutorsLessons from Expert Tutors

Expert tutors attend to both Expert tutors attend to both motivational and cognitive factors motivational and cognitive factors (Lepper et al., 1993)(Lepper et al., 1993)

Inspiring learner curiosity and interestInspiring learner curiosity and interest Challenging learners to test their limitsChallenging learners to test their limits Offering help and reassurance when they Offering help and reassurance when they

encounter difficultiesencounter difficulties

Our goal is to impart these Our goal is to impart these characteristics into educational characteristics into educational softwaresoftware

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Adele (Shaw, Johnson, Adele (Shaw, Johnson, Ganeshan)Ganeshan)

Designed for use with Web-based Designed for use with Web-based coursewarecourseware

Application: case-based health Application: case-based health science coursewarescience courseware

Monitors students solving casesMonitors students solving cases Gives advice, hints, feedbackGives advice, hints, feedback Explains rationales for actionsExplains rationales for actions Intervenes if the student makes Intervenes if the student makes

serious mistakesserious mistakes Evaluates student performanceEvaluates student performance Records student performance for Records student performance for

later reviewlater review

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Applications of AdeleApplications of Adele

Emergency trauma careEmergency trauma care Collaborator: Beverly Wood, MDCollaborator: Beverly Wood, MD

Clinical problem solving in medicineClinical problem solving in medicine Collaborators: Allan Abbott, MD, Beverly Wood, MDCollaborators: Allan Abbott, MD, Beverly Wood, MD

Clinical problem solving in dentistryClinical problem solving in dentistry Collaborators: Roseann Mulligan, DDS, School of Collaborators: Roseann Mulligan, DDS, School of

GerontologyGerontology

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ExamplesExamples

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Components of Diagnostic Components of Diagnostic TutoringTutoring

Probablilistic reasonerProbablilistic reasoner To evaluate hypotheses and actionsTo evaluate hypotheses and actions

Diagnostic strategy trackingDiagnostic strategy tracking Student modelStudent model

To select content for interventionsTo select content for interventions

Tutorial strategyTutorial strategy

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Student ModelStudent Model

Current implementation tracks Current implementation tracks student’s understanding of causal student’s understanding of causal relations between physiology and relations between physiology and diseasedisease

Reflects instructional objectives for undergraduate Reflects instructional objectives for undergraduate medical instructionmedical instruction

Overlay model updatedOverlay model updated When tutor informs the learner of relationshipWhen tutor informs the learner of relationship When student confirms knowledge of relationshipWhen student confirms knowledge of relationship

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Diagnostic Focus of AttentionDiagnostic Focus of Attention

Cough

Chronic air passage obstruction

Chronic bronchial inflammation

Chronic bronchitis

Smoking

= instructional objective

Current focus of attention

Recurrent viral infections

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Mission Rehearsal Exercise Mission Rehearsal Exercise (ICT)(ICT)

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An Evaluation of AdeleAn Evaluation of Adele

HBR version tested in focus group test HBR version tested in focus group test with medical studentswith medical students

Students worked in dyadsStudents worked in dyads

Findings:Findings: Students liked the way Adele uses hints to lead Students liked the way Adele uses hints to lead

them in the right directionthem in the right direction Students tended to ask for hints only when Adele Students tended to ask for hints only when Adele

prevented students from proceeding (at diagnosis)prevented students from proceeding (at diagnosis) Students liked Adele’s questions about motivation, Students liked Adele’s questions about motivation,

and spent significant time discussing themand spent significant time discussing them

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Relevant Principles of Relevant Principles of Multimedia LearningMultimedia Learning

Guidebots work in part because they Guidebots work in part because they adhere to the principles of multimedia adhere to the principles of multimedia learning:learning:

Multimedia PrincipleMultimedia Principle Temporal Contiguity PrincipleTemporal Contiguity Principle Coherence PrincipleCoherence Principle Modality PrincipleModality Principle Individual Differences PrincipleIndividual Differences Principle

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Other Relevant Psychological Other Relevant Psychological FactorsFactors

Motivational factors:Motivational factors: ControlControl CuriosityCuriosity ChallengeChallenge ConfidenceConfidence

Cognitive factors:Cognitive factors: Goal orientationGoal orientation Inquiry and self-explanationInquiry and self-explanation Meta-cognitionMeta-cognition Learning through problem solvingLearning through problem solving

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Problem 1Problem 1

Describe an instructional technology Describe an instructional technology method that supports collaborative method that supports collaborative learning. Address the following learning. Address the following questions:questions:

How does collaboration promote learning?How does collaboration promote learning? Under what conditions is it most effective in Under what conditions is it most effective in

promoting learning?promoting learning? What makes your particular method effective, and What makes your particular method effective, and

why?why?

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Problem 2Problem 2

Describe an instructional technology Describe an instructional technology method that supports problem solving. method that supports problem solving. Address the following questions:Address the following questions:

How does problem solving promote learning?How does problem solving promote learning? Under what conditions is it most effective in Under what conditions is it most effective in

promoting learning?promoting learning? What makes your particular method effective, and What makes your particular method effective, and

why?why?

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Problem 3Problem 3

Describe an instructional technology Describe an instructional technology method that employs multimedia. method that employs multimedia. Address the following questions:Address the following questions:

How does multimedia promote learning?How does multimedia promote learning? Under what conditions is it most effective in Under what conditions is it most effective in

promoting learning?promoting learning? What makes your particular method effective, and What makes your particular method effective, and

why?why?