Towards automatic conceptual personalization tools

Ahmad, Farhan; Chica, Sebastian de la; Butcher, Kirsten R.; Sumner, Tamara; Martin, James H.

doi:10.1145/1255175.1255268

Cited by 14 publications

(3 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this particular case, the domain knowledge map was constructed from 20 web-based resources selected by four earth science education experts. It describes what high school students should know about plate tectonics and related phenomena such as earthquakes, volcanoes, and mountain formation (Ahmad, de la Chica, Butcher, Sumner, & Martin, 2007).…”

Section: Click Algorithmsmentioning

confidence: 99%

Self-Directed Learning and the Sensemaking Paradox

Butcher

Sumner

2011

Human-Comp. Interaction

Self Cite

View full text Add to dashboard Cite

Educative sensemaking focuses on the needs of self-directed learners, a nonexpert population of thinkers who must locate relevant information sources, evaluate the applicability and accuracy of digital resources for learning, and determine how and when to use these resources to complete educational tasks. Self-directed learners face a sensemaking paradox: They must employ deep-level thinking skills to process information sources meaningfully, but they often lack the requisite domain knowledge needed to deeply analyze information sources and to successfully integrate incoming information with their own existing knowledge. In this article, we focus on the needs of college-aged students engaged in learning about natural sciences using web-based learning resources. We explored the impact of cognitive personalization technologies on students' sensemaking processes using a controlled study in which students' cognitive and metacognitive processes were analyzed as they completed a common educational task: writing an essay. We coded students' observable on-screen behaviors, selfreported processes, final essays, and responses to domain assessments to assess benefits of personalization technologies on students' educative sensemaking. Results show that personalization supported students' analysis of knowledge representations, helped students work with their representations in meaningful ways, and supported effective encoding of new knowledge. We discuss implications for new technologies to help students overcome the educative sensemaking paradox.Kirsten Butcher is interested in the impact of multimedia and interactive educational technologies on students' comprehension processes and learning outcomes; she is an Assistant Professor at the University of Utah in the Department of Educational Psychology's Learning Sciences/Instructional Design and Educational Technology programs. Tamara Sumner is interested in how cognitive tools, computational algorithms, and interactive media can improve learning outcomes and learner engagement; she is an Associate Professor at the University of Colorado at Boulder, in the

show abstract

Section: Click Algorithmsmentioning

confidence: 99%

Self-Directed Learning and the Sensemaking Paradox

Butcher

Sumner

2011

Human-Comp. Interaction

Self Cite

View full text Add to dashboard Cite

show abstract

“…The components for constructing knowledge maps and identifying misconceptions are reported elsewhere [1], [10]. As shown in Fig.…”

Section: An Examplementioning

confidence: 99%

Personalizing the Selection of Digital Library Resources to Support Intentional Learning

Chica

Ahmad

et al. 2008

Research and Advanced Technology for Digital Libraries

Self Cite

View full text Add to dashboard Cite

Abstract. This paper describes a personalization approach for using online resources in digital libraries to support intentional learning. Personalized resource recommendations are made based on what learners currently know and what they should know within a targeted domain to support their learning process. We use natural language processing and graph based algorithms to automatically select online resources to address students' specific conceptual learning needs. An evaluation of the graph based algorithm indicates that the majority of recommended resources are highly relevant or relevant for addressing students' individual knowledge gaps and prior conceptions.

show abstract

“…Knowledge maps have emerged as an effective representation to generate conceptual browsers that help students navigate educational digital libraries, such as the Digital Library for Earth System Education (DLESE.org) (Butcher et al, 2006). In addition, knowledge maps have proven useful for domain and instructional experts to capture domain knowledge from digital library resources and to analyze student understanding for the purposes of providing formative assessments (Ahmad et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

Pedagogically useful extractive summaries for science education

Chica

Ahmad

Martin

et al. 2008

Proceedings of the 22nd International Conference on Computational Linguistics - COLING '08

Self Cite

View full text Add to dashboard Cite

This paper describes the design and evaluation of an extractive summarizer for educational science content called COGENT. COGENT extends MEAD based on strategies elicited from an empirical study with science domain and instructional design experts. COGENT identifies sentences containing pedagogically relevant concepts for a specific science domain. The algorithms pursue a hybrid approach integrating both domain independent bottom-up sentence scoring features and domain-aware top-down features. Evaluation results indicate that COGENT outperforms existing summarizers and generates summaries that closely resemble those generated by human experts. COGENT concept inventories appear to also support the computational identification of student misconceptions about earthquakes and plate tectonics.

show abstract

Towards automatic conceptual personalization tools

Cited by 14 publications

References 18 publications

Self-Directed Learning and the Sensemaking Paradox

Self-Directed Learning and the Sensemaking Paradox

Personalizing the Selection of Digital Library Resources to Support Intentional Learning

Pedagogically useful extractive summaries for science education

Contact Info

Product

Resources

About