Incorporating tutoring principles into interactive knowledge acquisition

Kim, Jihie; Gil, Yolanda

doi:10.1016/j.ijhcs.2007.06.003

Cited by 12 publications

(8 citation statements)

References 70 publications

(73 reference statements)

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“…These dimensions are useful in fostering online participation and the cognitive presence of the students (Edwards & Fintan, 2001;Garrison & Cleveland-Innes, 2005;Kim & Gil, 2007;Koh et al, 2007;Moshinskie, 2002). They are also helpful in studying how to reduce the risk of edropouts (Booker & Rebman, 2005;Moshinskie, 2002).…”

Section: Introductionmentioning

confidence: 99%

Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses

Cacciamani

Cesareni

Martini

et al. 2012

Computers & Education

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Understanding how to foster knowledge building in online and blended learning environments is a key for computer-supported collaborative learning research. Knowledge building is a deeply constructivist pedagogy and kind of inquiry learning focused on theory building. A strong indicator of engagement in knowledge building activity is the socio-cognitive dynamic of epistemic agency, in which students exercise a higher level of agency for setting forth their ideas and negotiating fit with those of others rather than relying on their teacher. The purpose of this paper is to investigate the influence of (a) levels of participation, (b) facilitator styles and (c) metacognitive reflection on knowledge building in two blended, postsecondary education contexts. A study of a total of 67 undergraduate students suggest that high levels of participation, a supportive facilitator style, and ample opportunities for metacognitive reflection on the students' own participation strategies are most conducive for fostering epistemic agency for knowledge building. Implications of these results for research and instructional design of online courses are discussed. (C) 2011 Elsevier Ltd. All rights reserved

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Section: Introductionmentioning

confidence: 99%

Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses

Cacciamani

Cesareni

Martini

et al. 2012

Computers & Education

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“…Maven's design is based on our prior work on metalevel goals and reasoning for interactive knowledge capture (Kim & Gil, 2007;Gil & Kim, 2002). Maven explicitly represents plans for achieving learning goals along with high-level strategies to prioritize learning goals.…”

Section: Chapter 6 Goal-directed Metacontrol For Integrated Procedurementioning

confidence: 99%

“…Additional criteria, such as confidence on the knowledge created and competence in solving related problems with learned knowledge, can be introduced to drive the learning process (Kim & Gil, 2007;Kim & Gil, 2003;Gil & Kim, 2002). That is, the selection of which learning goals to pursue can be decided based on expected confidence and competence changes by achieving goals or subgoals.…”

Section: Control Strategies For Learningmentioning

confidence: 99%

Goal-Directed Metacontrol for Integrated Procedure Learning

Kim¹,

Myers²,

Gervasio³

et al. 2011

Metareasoning

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Developing systems that learn how to perform complex tasks presents a significant challenge to the artificial intelligence community. As the knowledge to be learned becomes complex, with diverse procedural constructs and uncertainties to be validated, the system needs to integrate a wide range of learning and reasoning methods with different focuses and strengths. For example, one learning method may be used to generalize from user demonstrations, another to learn by practice and exploration, and another to test hypotheses with experiments. The POIROT system pursues such a multistrategy learning methodology that employs multiple integrated learners and knowledge validation modules to acquire complex process knowledge for a medical logistics domain (Burstein et al., 2008).For a learning system of such complexity, activities of participating agents must be coordinated to ensure that their collective activities produce the desired procedural knowledge. This kind of control is inherently metalevel (Anderson & Oates, 2007; Cox & Raja, Chapter 1) in that it requires the system to reflect on what it is doing and why, to monitor its progress, and to make adjustments to its 135 behaviour when performance falls short of expectations. Without such introspection, effective coordination and prioritization of the base-level learning and reasoning components would not be possible. This type of introspection corresponds to a form of metareasoning centered on "stepping back" from the system to analyze its behavior, as discussed by Perlis (Chapter 2). As such, it contrasts with the majority of work to date on metareasoning, which has focused on the problem of bounded rationality, as described by Zilberstein (Chapter 3).Developing a metalevel reasoner for such a complex, integrated learning system poses several challenges, including• Assessing the progress of learning over time;• Systematically addressing conflicts and failures that arise during learning;• Addressing gaps and shortcomings of the individual and aggregate learning results;• Supporting flexible interactions among agents that pursue different learning strategies.We describe a metalevel framework for coordinating the activities of a community of learners to create an integrated learning system. The metalevel framework is organized around learning goals, which are formulated through introspective reasoning to identify problems and requirements for the ongoing 136 learning process. These learning goals are posted to a shared blackboard to direct the other components in the system. Goals can be either process or knowledge oriented.Process goals define specific tasks to be performed as part of the learning process and are used to coordinate the activities of the various learning and reasoning components. Examples of process goals for task learning include hypothesis creation, hypothesis merging, explanation of observations, and hypothesis validation through experimentation.Knowledge goals provide the means for a component to convey the need for additional information to f...

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“…Now, tutoring principles can be used as the actual method to elicit knowledge about this connection. Kim and Gil [43] discuss the benefit of including tutoring methods into knowledge acquisition systems. They describe 15 tutoring principles that should be considered.…”

Section: Knowledge Acquisitionmentioning

confidence: 99%

Design considerations for a case-based reasoning engine for scenario-based cyber incident notification

Woskov

Grimaila

Mills

et al. 2011

2011 IEEE Symposium on Computational Intelligence in Cyber Security (CICS)

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Virtually all modern organizations have embedded information systems into their core business processes as a means to increase operational efficiency, improve decision making quality, and minimize costs. Unfortunately, this dependence can place an organization's mission at risk if the confidentiality, integrity, or availability of a critical information resource has been lost or degraded. Within the military, this type of incident could ultimately result in serious consequences including physical destruction and loss of life. To reduce the likelihood of this outcome, personnel must be informed about cyber incidents, and their potential consequences, in a timely and relevant manner so that appropriate contingency actions can be taken. In this paper, we identify criteria for improving the relevance of incident notification, propose the use of case-based reasoning (CBR) for contingency decision support, and identify key design considerations for implementing a CBR system used to deliver relevant notification following a cyber incident.

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Incorporating tutoring principles into interactive knowledge acquisition

Cited by 12 publications

References 70 publications

Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses

Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses

Goal-Directed Metacontrol for Integrated Procedure Learning

Design considerations for a case-based reasoning engine for scenario-based cyber incident notification

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