Using Ontological Engineering to Support the Development of Theory-aware Collaborative Learning Applications Seiji Isotani isotani@acm.org Riichiro Mizoguchi (advisor) mizoguchi@ei.sanken.osaka-u.ac.jp The Institute of Scientific and Industrial Research Osaka University, Japan SIGCSE – Student Research Competition
Agenda 1. The Challenges: Group Formation and CSCL Design and Analysis 2. Approach - Typical Approach - Ontological Approach - Main Goals 3. GMIP – Growth Model Improved by Interaction Patterns - Ontological Structure to Describe Learning Theories - Benefits - Applications 4. Overview of CSCL Research Area 5. Conclusions
The Problems: Collaborative Learning Design and Analysis Master role learning by learning by guiding apprenticeship Selection of an appropriate set of learning theories Learner A Learner B Apprentice role Teacher/Instructor Cognitive How to design the best Apprenticeship Theory learning activities? Group Which Theory? What Observer role kind of benefits? How Observational to analyze? learning by Learning Learner C Theory observation Learner Supported theory Learning strategy Role for learner Proposed activities desired Benefit Cognitive Skill Learner A Learning by guiding Master Guide learner B apprenticeship development Cognitive Learning by Skill Learner B Apprentice Imitate learner A apprenticeship apprenticeship development Observational Learning by Observe the interactions Knowledge Learner C Observer learning observation between A and B acquisition
The Problem � Learning theories � hard to understand � too complex & ambiguous � There is not a common vocabulary to describe them � Different point of views, levels of aggregation, perspective and emphasis � How to “unfold” the theories into a set of activities for a group? � How to develop programs to support effective group formation and to design and to analyze group activities based on an well-grounded theoretical knowledge?
Typical Approach and Limitations: Example learners Group of 3 learners evaluation Lowest score Highest score L2 L1 L3 Jigsaw leader leader method leader L1 L2 L3 Group 1 Group 2 Group 3 Soh, L., et al. Multiagent Coalition Formation for Computer-Supported Cooperative Learning. In Proceedings of IAAI , 2006, 1844-1851.
Our Approach Use ontological engineering to describe theories for CSCL W(A)-goal W(A)-goal W(A)-goal W(A)-goal How does the group How does the group Common goal Common goal Common goal change its state? change its state? W(L)-goal W(L)-goal W(L)-goal W(L)-goal W(L)-goal G G Goal state Goal state Primary focus (P) Primary focus (P) Primary focus (P) What activity does the What activity does the k./cog. state (Group) k./cog. state (Group) Role Role Role Role Role S S group want to do? group want to do? Secondary focus (S) Secondary focus (S) Secondary focus (S) How does the lea rner How does the lea rner Role Role Role Role Role change his/her state? change his/her state? S<=P-goal S<=P-goal S<=P-goal Y ⇐ I-goal Y ⇐ I-goal Y ⇐ I-goal Y ⇐ I-goal Y ⇐ I-goal Y ⇐ I-goal I-goal I-goal I-goal I-goal G G P<=S-goal P<=S-goal P<=S-goal Goal state Goal state Y ⇐ I-goal Y ⇐ I-goal Y ⇐ I-goal Y ⇐ I-goal Y ⇐ I-goal Y ⇐ I-goal k./cog. state k./cog. state k./cog. state G G S S Y<=I-goal Y<=I-goal Y<=I-goal Y<=I-goal Y<=I-goal Y<=I-goal Y<=I-goal Y<=I-goal I-role I-role I-role I-role I-role I-role Behavior Behavior Behavior Behavior Behavior Behavior W hy does the learne r want to W hy does the learne r want to You-role You-role You-role You-role You-role You-role interact with other lea rners? interact with other lea rners? Behavior Behavior Behavior Behavior Behavior Behavior I-goal (I) I-goal (I) I-goal (I) I-goal (I) I-goal (I) I-goal (I) I-goal I-goal I-goal I-goal I-goal I-goal G G I-goal I-goal I-goal I-goal I-goal I-goal G G learning theories Ontological structure The systems help users to: � propose group formation; � design group activities; Use ontologies to � estimate benefits, etc.. support the development of ontology-aware systems users teacher/instructor/designer
Overview of CSCL Research Area Methodologies to Methodologies to support support Dillenbourg, P. Swiss Federal CL process CL process Inst. of Tech. Lausanne American CSCL Koschmann, T. Southern Illinois Community Interaction Interaction Univ. Analysis Analysis Pedagogical Pedagogical and and Approaches Approaches Evaluation Evaluation Methods Methods Foundations of Collaborative Theoretical Foundations of Collaborative Theoretical Collaborative Learning Frameworks and Collaborative Learning Frameworks and Learning (CL) Scripts models Learning (CL) Scripts models Learning Theories Group Formation Learning Theories Group Formation for CL European CSCL for CL for CL for CL Community Technologies Technologies for for Collaboration Collaboration
Group Formation Group Formation for CL for CL Interaction Interaction Analysis Theoretical Collaborative Analysis Theoretical Collaborative and Frameworks and Learning and Frameworks and Learning Evaluation models Design Evaluation models Design Methods Methods CL Models Ontologies Learning Theories W(A)-goal W(A)-goal W(A)-goal W(A)-goal How does the group How does the group Learning Theories Common goal Common goal Common goal change its state? change its state? W(L)-goal W(L)-goal W(L)-goal W(L)-goal W(L)-goal G G Primary focus (P) Primary focus (P) Primary focus (P) Goal state Goal state for CL k./cog. state (Group) k./cog. state (Group) What activity does the What activity does the Role Role Role Role Role S S group want to do? group want to do? for CL Secondary focus (S) Secondary focus (S) Secondary focus (S) How does the lea rner How does the lea rner Role Role Role Role Role change his/her state? change his/her state? S<=P-goal S<=P-goal S<=P-goal Y ⇐ I-goal Y ⇐ I-goal Y ⇐ I-goal Y ⇐ I-goal Y ⇐ I-goal Y ⇐ I-goal I-goal I-goal I-goal I-goal G G P<=S-goal P<=S-goal P<=S-goal Goal state Goal state Y ⇐ I-goal Y ⇐ I-goal Y ⇐ I-goal Y ⇐ I-goal Y ⇐ I-goal Y ⇐ I-goal k./cog. state k./cog. state k./cog. state G G S S Y<=I-goal Y<=I-goal Y<=I-goal Y<=I-goal Y<=I-goal Y<=I-goal Y<=I-goal Y<=I-goal I-role I-role I-role I-role I-role I-role Behavior Behavior Behavior Behavior Behavior Behavior Why does the learne r want to Why does the learne r want to You-role You-role You-role You-role You-role You-role interact with othe r lea rners? interact with othe r lea rners? Behavior Behavior Behavior Behavior Behavior Behavior I-goal (I) I-goal (I) I-goal (I) I-goal (I) I-goal (I) I-goal (I) I-goal I-goal I-goal I-goal I-goal I-goal G G I-goal I-goal I-goal I-goal I-goal I-goal G G Essential conditions to Fundamental settings for predict the impact of interaction an effective CL session in the learning process
The Main Contribution of this Research 1. Making tacit characteristics of learning theories explicit; 2. Identifying the relationships among interaction, learning strategies and learning goals; 3. To propose an ontological structure to describe learning theories and to extend the Collaborative Learning Ontology [Inaba et al, 2000]. 4. To support effective group formation, the design of CL activities and the analysis of learner’s interactions. “We are NOT trying to coalesce several learning theories into a single ontology”
Collaborative Learning Ontology [inaba et al, 2000] � Learning Strategies � Learning Goals Y<=I -goal(L A <=L B ) Y<=I-goal (L B <=L A ) I-goal(L A ) I-goal(L B ) L A L B HOW? Interaction L C Patterns
Analyzing and Remodeling Interaction Patterns Interaction Patterns Interaction Patterns for Learning Theories Interaction for Learning Theories proposed by Inaba et al. 2003 proposed by Inaba et al. 2003 Cognitive Cognitive Distributed Cognition Influential I_L Events Distributed Cognition Apprenticeship Apprenticeship Cognitive Peer Tutoring Cognitive Peer Tutoring Constructivism Constructivism Anchored Anchored Sociocultural Theory Instruction Sociocultural Theory Instruction Instructor Event Learner Event Observational LPP Observational Cognitive Flexibility LPP Cognitive Flexibility Learning Action Role Role Learning Theory Theory L B L A Action Pattern I-goal(L A ) I-goal(L B ) Y<=I -goal(L A <=L B ) Y<=I -goal(L B <=L A ) Learning Theory Interaction 3 Interaction Interaction 2 Necessary Interaction Interaction 4 Desired Interaction
Ontological Structure to Describe a Learning Theory Learning Theory Influential I_L event Learning Strategy I event * Y<=I-goal Instructional event I-role Instructor Agent Agent You-role Instructional action Agent Action I-goal Benefits for the Instructor I-goal I-goal G L event Teaching-Learning Process * Learning event Interaction Pattern Learner Necessary Interaction Activity * Agent Influential I_L event Learning action Desired Interaction Activity * Action Influential I_L event Benefits for the Learner I-goal
Example: Cognitive Apprenticeship Theory Instructor Event
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