A Framework for Learner Modelling

Dillenbourg, Pierre; Self, John A.

doi:10.1080/1049482920020202

Cited by 48 publications

(30 citation statements)

References 20 publications

(13 reference statements)

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“…To facilitate comparisons between the actual interaction patterns and the script, both should be represented with the same scheme (or isomorphic schemes). Capturing the actual interaction patterns is close to the notion student modelling, which has been much developed in research on intelligent tutoring systems (Dillenbourg & Self 1992), then extended to the notion of group modelling and automatic interaction analysis (Mühlenbrock & Hoppe 1999; Martínez‐Monés et al 2003). The craft of identifying interaction patterns relies on the possibility to describe these patterns with interface acts rather than from natural language understanding. The script intrinsic constraints .…”

Section: Implementing Flexibilitymentioning

confidence: 99%

Flexibility in macro‐scripts for computer‐supported collaborative learning

Dillenbourg

Tchounikine

2007

Computer Assisted Learning

251

118

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In the field of computer-supported collaborative learning (CSCL), scripts are designed to support collaboration among distant learners or co-present learners whose interactions are (at least partially) mediated by a computer. The rationale of scripts is to structure collaborative learning processes in order to trigger group interactions that may be rare in free collaboration. Fixing the degree of coercion is a delicate design choice: too rigid scripts would spoil the richness of collaborative interactions; too flexible scripts would fail to induce the targeted interactions. Because of the unpredictability of how scripts will be enacted, both the teacher and the students must be allowed to modify some script features. In this article we propose a conceptual analysis of this notion of flexibility, arguing for a dissociation of constraints that are intrinsic to the pedagogical design of the script and constraints induced by the technology or contextual factors. This difference sets up the limits of flexibility both for the teacher and for the students and provides specification for the computational design. This analysis leads to the conclusion that the operationalization of CSCL scripts should be addressed by implementing script engines handling multiple representations of the script: the script to be executed, the emergent organization of teams, the set of intrinsic and extrinsic constraints and the visual representation of the script for students and teachers.

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Section: Implementing Flexibilitymentioning

confidence: 99%

Flexibility in macro‐scripts for computer‐supported collaborative learning

Dillenbourg

Tchounikine

2007

Computer Assisted Learning

251

118

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“…With regard to reference knowledge, a conception has a domain of validity (the domain where it performs correct actions). A misconception (a term often used in the AI-ED community [3]) is considered here as a conception which is not 100% correct.…”

Section: Conceptionsmentioning

confidence: 99%

“…The main goals are: (1) to have a map of possible students' conceptions that can be published in a mathematics education journal, with statistics concerning conceptions of real students from several countries and grades; (2) to inform the teachers who use Aplusix of the conceptions of their students after a few training and test sessions with the system in order to help them to take didactical decisions (re-teaching of a part of algebra or choice of new activities) at an individual or at a class level; (3) and to allow Aplusix choosing adequate exercises for favoring a self-correction of misconceptions.…”

Section: Introductionmentioning

confidence: 99%

Automatic Calculation of Students’ Conceptions in Elementary Algebra from Aplusix Log Files

Nicaud

Chaachoua²,

Bittar

2006

Intelligent Tutoring Systems

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Abstract. We present a student's modeling process in algebra. This work is situated in the framework of the deployment of the Aplusix system, a learning environment for algebra. The process has two phases. The first phase is a local diagnosis where a student's transformation of an expression A into an expression B is diagnosed with a sequence of rewriting rules. A library of correct and incorrect rules has been built for that purpose. The second phase uses conceptions for modeling students more globally. Conceptions are attributed to students according to a mechanism using the local diagnoses as input. This modeling process has been applied to data (log files) gathered in France and Brazil with 13-16 years old students who used the Aplusix learning environment. The results are described and discussed.

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“…It contains knowledge and skill representations the learner should construct, the variables of the state of the learner representing the level of learning at a certain moment, and the rules about how to upgrade this information given the interaction with the system and reflected in the change from one real world model state to another. Thus, the learner model is constructed by making inferences from individual knowledge and by analyzing the performance (Dillenbourg and Self 1992).…”

Section: Learner Modelmentioning

confidence: 99%

A model to design interactive learning environments for children with visual disabilities

Sánchez

2007

Educ Inf Technol

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Current interactive learning environments cannot be accessed by learners with disabilities, in particular for students with vision disabilities. Modeling techniques are necessary to map real-world experiences to virtual worlds by using 3D auditory representations of objects for blind people. In this paper, a model to design multimedia software for blind learners is presented. The model was validated with existing educational software for these users. We describe the modeling of the real world including cognitive usability testing tasks by considering not only the representation of the real world but also modeling the learner's knowledge of the virtual world. The software architecture is also described by using this model, displaying the components needed to impact learning. Finally, we analyze critical issues in designing software for learners with visual disabilities and propose some recommendations and guidelines.

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A Framework for Learner Modelling

Cited by 48 publications

References 20 publications

Flexibility in macro‐scripts for computer‐supported collaborative learning

Flexibility in macro‐scripts for computer‐supported collaborative learning

Automatic Calculation of Students’ Conceptions in Elementary Algebra from Aplusix Log Files

A model to design interactive learning environments for children with visual disabilities

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