Sjtu221107

Supporting Active Learning and Supporting Active Learning and Education by Artificial Intelligence Education by Artificial Intelligence

and Web 2.0 and Web 2.0

Kerstin BorauKerstin BorauCarsten UllrichCarsten Ullrich

Photo by Lutz-R. Frank

22.11.200722.11.2007 Kerstin Borau / Carsten Ullrich – Active LearningKerstin Borau / Carsten Ullrich – Active Learning

Kerstin Borau/Kerstin Borau/Carsten UllrichCarsten Ullrich

Kerstin BorauKerstin Borau Master degree in Master degree in Applied English LinguisticApplied English Linguistic CertifiedCertified foreign language teacher. foreign language teacher. English/German teacher at English/German teacher at SJTU Network Education SJTU Network Education

CollegeCollege Research interests: Research interests: Computer Assisted Foreign Computer Assisted Foreign

Language Learning, new technologies and Language Learning, new technologies and approaches in Language Learningapproaches in Language Learning

Carsten UllrichCarsten Ullrich PhD in PhD in Computer ScienceComputer Science at Saarland University at Saarland University 2004-2007 researcher at the2004-2007 researcher at the DFKI (German DFKI (German

Research Center for Artificial Intelligence)Research Center for Artificial Intelligence), one of the , one of the largest AI research institutes worldwidelargest AI research institutes worldwide

Now researcher atNow researcher at E-Learning Lab of SJTU E-Learning Lab of SJTU About 50 publications in the area of Artificial About 50 publications in the area of Artificial

Intelligence and EducationIntelligence and Education Research interests: Research interests: Artificial Intelligence, technology-Artificial Intelligence, technology-

enhanced learning, Semantic Web, Web 2.0enhanced learning, Semantic Web, Web 2.0


OverviewOverview

Learning TheoriesLearning Theories Learning Theories and Language LearningLearning Theories and Language Learning Tools for Active LearningTools for Active Learning Artificial Intelligence for Learner SupportArtificial Intelligence for Learner Support


Learning TheoriesLearning Theories


Timeline of Learning TheoriesTimeline of Learning Theories

By Serhat Kurt


Behaviorism (1910)Behaviorism (1910)

How do you react?How do you react? Stimulus-Response couplingStimulus-Response coupling Psychology should deal with Psychology should deal with

objective, observable subject matterobjective, observable subject matter behavior behavior

Skinner (1904-1990)Skinner (1904-1990) The Technology of Learning (1968)The Technology of Learning (1968)


Behaviorism: Programmed Behaviorism: Programmed Instruction (1950)Instruction (1950)

Principles: Principles: Positively reinforced behavior will reoccur Positively reinforced behavior will reoccur

“Praise is good for learning!” “Praise is good for learning!” Break down complex skills in small bitsBreak down complex skills in small bits Teach each bit separatelyTeach each bit separately

Knowledge is given and absoluteKnowledge is given and absolute


Programmed Instruction: Programmed Instruction: ExampleExample

The important parts of a flashlight are the battery The important parts of a flashlight are the battery and the bulb. When we "turn on" a flashlight, we and the bulb. When we "turn on" a flashlight, we close a switch which connects the battery with close a switch which connects the battery with the _______ .the _______ . bulbbulb

When we turn on a flashlight, an electric current When we turn on a flashlight, an electric current flows through the fine wire in the _______ and flows through the fine wire in the _______ and causes it to grow hot.causes it to grow hot. bulbbulb

When the hot wire glows brightly, we say that it When the hot wire glows brightly, we say that it gives off or sends out heat and ________ .gives off or sends out heat and ________ . lightlight


TestTest

The scientist _______ is one of the fathers The scientist _______ is one of the fathers of Behaviorism.of Behaviorism. SkinnerSkinner

The educational technology ________ is The educational technology ________ is based on Behaviorism.based on Behaviorism. Programmed InstructionProgrammed Instruction

It is based on ______ correct answers and It is based on ______ correct answers and ____ incorrect answers.____ incorrect answers. Rewarding, punishingRewarding, punishing

Would you like to learn this way?

For what subject matters is this appropriate?


Learning Theory: Learning Theory: CognitivismCognitivism

What happens in your head?What happens in your head? Mental processes are primary object of studyMental processes are primary object of study Goal: discover and model the mental Goal: discover and model the mental

processesprocesses Jean Piaget (1896-1980)Jean Piaget (1896-1980)

Teaching should respect the mental Teaching should respect the mental processesprocesses


Learning Theories: Learning Theories: ConstructivismConstructivism

Behaviorism/CognitivismBehaviorism/Cognitivism get something in the head of the learnersget something in the head of the learners

ConstructivistsConstructivists create opportunities to discover!create opportunities to discover! knowledge: result of individual learning; cannot be knowledge: result of individual learning; cannot be

transmitted, must be (re)constructedtransmitted, must be (re)constructed exploration/discovery/group-learningexploration/discovery/group-learning

Learner is in control / Teacher is moderatorLearner is in control / Teacher is moderator Learning in context and collaborationLearning in context and collaboration Solve realistic and meaningful problems Solve realistic and meaningful problems


Learning Theories: SummaryLearning Theories: Summary BehaviorismBehaviorism

How do you react?How do you react? CognitivismCognitivism

What happens in your head?What happens in your head? ConstructivismConstructivism

Create opportunities to learn & discover!Create opportunities to learn & discover!


Behaviorism and Behaviorism and language learninglanguage learning

Audio-lingual method and audiovisual Audio-lingual method and audiovisual method method

focuses on spoken language for everyday focuses on spoken language for everyday communicationcommunication

content: everyday dialoguescontent: everyday dialogues level: simple level: simple exercises: pattern drill exercises: pattern drill



Sample Dialoges: Sample Dialoges: 谢谢你！谢谢你！不用谢！不用谢！

VielenVielen Dank! Dank! Keine Ursache!Keine Ursache!



Advantages:Advantages:• Enables speaking without learning Enables speaking without learning

complicated grammarcomplicated grammar

Disadvantages: Disadvantages: • Pattern drills are boringPattern drills are boring• Restricted language useRestricted language use


Constructivism and Constructivism and language learninglanguage learning

• focus: Everything that interests the focus: Everything that interests the learners, e.g., own projects learners, e.g., own projects

• content: Everything that interests the content: Everything that interests the learnerslearners

• level: broad level, determined by the topics level: broad level, determined by the topics and the level of the learnersand the level of the learners



• Advantages: Advantages: Prepares learners for “real” interaction Prepares learners for “real” interaction

• Disadvantages: Disadvantages: NoneNone



• How did he learn to play basketball?How did he learn to play basketball?


不闻不若闻之，闻之不若见之，见之不若知不闻不若闻之，闻之不若见之，见之不若知之，知之不若行之。之，知之不若行之。

荀子荀子"Tell me, and I'll forget. Show me, and I may "Tell me, and I'll forget. Show me, and I may

remember. Involve me, and I'll understand“remember. Involve me, and I'll understand“

Xun ZiXun Zi


Communicative Communicative competencecompetence

Linguistic aspects Linguistic aspects

•• Phonology and orthography Phonology and orthography (pronunciation & spelling)(pronunciation & spelling)

•• Grammar (syntax)Grammar (syntax)

•• Vocabulary (words)Vocabulary (words)

•• Discourse (comprehending texts)Discourse (comprehending texts)


Communicative competenceCommunicative competence Pragmatic aspects Pragmatic aspects

•• Functions (Functions (communication purposes communication purposes ))

•• Variations (different styles/Variations (different styles/appropriate social appropriate social meaning meaning ))

•• Interactional skills (Interactional skills (knowing and using the knowing and using the mostly-unwritten rules for interaction in various mostly-unwritten rules for interaction in various communication situations communication situations ))

•• Cultural framework (Cultural framework (to understand behavior from to understand behavior from the standpoint of the members of a culture)the standpoint of the members of a culture)


Communicative competenceCommunicative competence How to acquire communicative competence?How to acquire communicative competence?

oo Lots of exposure to language you can Lots of exposure to language you can understandunderstand

oo A chance to negotiate meaning with speakers of A chance to negotiate meaning with speakers of the languagethe language

oo A chance to observe and participate in a variety A chance to observe and participate in a variety of real communication situationsof real communication situations

oo A chance to get to know what people who speak A chance to get to know what people who speak the language think and believethe language think and believe



oo Base structured work on events you Base structured work on events you participate in such as participate in such as a shared meal, ora shared meal, or working with somebody in the field.working with somebody in the field.

oo Build basic vocabulary using action-based Build basic vocabulary using action-based approaches and games.approaches and games.



o o Use your social skills to make Use your social skills to make relationships.relationships.

o o Spend lots of time doing things with Spend lots of time doing things with people.people.

o o Find creative ways to practice using the Find creative ways to practice using the language.language.

o o Use a lot of communicative activities.Use a lot of communicative activities.


Tools for Learning: TwitterTools for Learning: Twitter

Twitter: Twitter:

a constructivist approach to acquire a constructivist approach to acquire communicative competencecommunicative competence



Web 2.0Web 2.0

Twitter: example of Web 2.0 applicationTwitter: example of Web 2.0 application Web 2.0 applications Web 2.0 applications

take full advantage of the network nature of take full advantage of the network nature of the Webthe Web

encourage participationencourage participation inherently social and openinherently social and open

Example: AmazonExample: Amazon


Web 1.0 / Web 2.0Web 1.0 / Web 2.0


Web 2.0: Some ExamplesWeb 2.0: Some Examples

22.11.200722.11.2007 Kerstin Borau / Carsten Ullrich – Active LearningKerstin Borau / Carsten Ullrich – Active LearningPhoto by vincos


Web 2.0 & LearningWeb 2.0 & Learning

Web 1.0 Learning:Web 1.0 Learning: Learning Management SystemsLearning Management Systems Administered learningAdministered learning Teacher/Institution centeredTeacher/Institution centered

Web 2.0 Learning:Web 2.0 Learning: Student centeredStudent centered Student contribute/communicateStudent contribute/communicate Teacher moderates/creates learning Teacher moderates/creates learning

opportunitiesopportunities


Personal Learning Personal Learning EnvironmentEnvironment

Use Web 2.0 applications to create your Use Web 2.0 applications to create your own learning environment for language own learning environment for language learninglearning

In 10 minutes!In 10 minutes!

DoneDone


















PLE: Too Much Work?PLE: Too Much Work?

10 minutes ok10 minutes ok But let’s do it in 10 secondsBut let’s do it in 10 seconds

DoneDone





PLE: Additional SupportPLE: Additional Support

PLE may be confusing for new learnersPLE may be confusing for new learners how to master the toolshow to master the tools when to use which toolwhen to use which tool what tools are availablewhat tools are available

That is where the teacher comes inThat is where the teacher comes in has knowledge of tools and how to use themhas knowledge of tools and how to use them

Artificial IntelligenceArtificial Intelligence implement this knowledge in the computerimplement this knowledge in the computer


Learning Supported by Learning Supported by Artificial Intelligence Artificial Intelligence


Traditional Traditional books/courses:books/courses: one size fits allone size fits all non-adaptivenon-adaptive ignores your ignores your

knowledge & goalsknowledge & goals

Adapt learning Adapt learning materials (course) materials (course) with respect towith respect to individual variables individual variables

(learning goals, (learning goals, knowledge, knowledge, emotions, …)emotions, …)

context (location, context (location, device, …)device, …)


Artificial IntelligenceArtificial Intelligence

Extract human expert Extract human expert knowledgeknowledge

Formalize itFormalize it Apply itApply it


AI Supported LearningAI Supported Learning

What does the computer need to know?What does the computer need to know?

Domain/Content Model

User ModelTeaching/Pedagogical

Model


Course Generation: MotivationCourse Generation: Motivation

Eva wants to learn about calculus: Eva wants to learn about calculus: ““derivativederivative””

Web-search: GoogleWeb-search: Google


Motivation: Results of Motivation: Results of Web-SearchWeb-Search

too many resultstoo many resultsall kinds of all kinds of

resourcesresourcesnot adapted to not adapted to

individual individual capabilities and capabilities and goalsgoals


Repository

“derivation”

Motivation: Course Motivation: Course Generation (CG)Generation (CG)


Repository

“derivation”

Motivation: Course Motivation: Course GenerationGeneration

Course Generator


Course Generator

Repositories

“derivation”

Integration of Learning-Integration of Learning-Supporting ToolsSupporting Tools

ToolToolTools


Repositories

“derivation”

Modeling of Pedagogical Modeling of Pedagogical Knowledge / AdaptivityKnowledge / Adaptivity

ToolToolTools

Course Generator

•Discover “derivation”•Train Competencies “derivation”•Exam Simulation “derivation”•Illustrate “derivation”•Motivate “derivation”


Course Generation: Course Generation: Pedagogical KnowledgePedagogical Knowledge


Course Generation: Course Generation: FrameworkFramework

AI: planning, multi agent systems, expert AI: planning, multi agent systems, expert systemssystems

(HTN) planning:(HTN) planning: Goal directedGoal directed Hierarchical approach easily understandableHierarchical approach easily understandable EfficientEfficient


Basics of Hierarchical Task Basics of Hierarchical Task Network PlanningNetwork Planning

How it plans: How it plans: • methods decompose tasks methods decompose tasks • down to primitive tasks performed by operatorsdown to primitive tasks performed by operators


Basic KnowledgeBasic Knowledge

Inserting references to Inserting references to educational resourceseducational resources toolstools

Generating structureGenerating structure

Accessing information aboutAccessing information about educational resourceseducational resources the learnerthe learner

About 70 rulesAbout 70 rules


Example / Exercise SelectionExample / Exercise Selection

About 60 methodsAbout 60 methods Take into accountTake into account

competency levelcompetency level educational leveleducational level fields of interestfields of interest noveltynovelty motivation & anxietymotivation & anxiety


Exercise SelectionExercise Selection Selecting an exercise, high motivationSelecting an exercise, high motivation

(learnerProperty hasMotivation ?c ?m)(learnerProperty hasMotivation ?c ?m)(>= ?m 4)(>= ?m 4)(learnerProperty hasField ?field)(learnerProperty hasField ?field)(learnerProperty hasEducationalLevel ?el)(learnerProperty hasEducationalLevel ?el)(learnerProperty hasCompetencyLevel ?c ?cl)(learnerProperty hasCompetencyLevel ?c ?cl)(equivalent (call + 1 ?cl) ?ex_cl)(equivalent (call + 1 ?cl) ?ex_cl)

Selecting an exercise, adequate competence levelSelecting an exercise, adequate competence level(learnerProperty hasField ?field)(learnerProperty hasField ?field)(learnerProperty hasEducationalLevel ?el)(learnerProperty hasEducationalLevel ?el)(learnerProperty hasCompetencyLevel ?c ?cl)(learnerProperty hasCompetencyLevel ?c ?cl)(equivalent ?cl ?ex_cl)(equivalent ?cl ?ex_cl)


Formalized CG Formalized CG Knowledge: ScenariosKnowledge: Scenarios

Moderate constructivist scenarios:Moderate constructivist scenarios: DiscoverDiscover RehearseRehearse ConnectConnect Train IntensivelyTrain Intensively Train CompetenciesTrain Competencies Exam SimulationExam Simulation

Based on guidelines of instructional designBased on guidelines of instructional design Guided TourGuided Tour

≈ ≈ 300 methods and operators300 methods and operators


Scenario “Discover”Scenario “Discover”

Introduce

Develop

Prove

Practice

Connect

(discover deriv)

(:method (discover ?f) () ((!startSection Discover ?f) (descriptionScenarioSection ?f) (learnFundamentalsDiscover ?f) (reflect ?f) (!endSection)))

(:method (learnFundamentalDiscover ?c) () ((!startSection Title (?c)) (introduceWithPrereqSection ?c) (developFundamental ?c) (proveSection ?c) (practiceSection ?c) (showConnectionsSection ?c) (!endSection)))


(:method (introduceWithSection! ?c) () ((!startSection Introduction (?c)) (text Introduction (?c)) (motivate! ?c) (problem ?c) (insertIntroductionExample ?c) (!endSection)))

Scenario “Discover”Scenario “Discover”

Introduce

Develop

Prove

Practice

Connect

Motivate

Problem

Illustrate

Prerequisites

(:method (introduceWithPrereqSection! ?c) () ((introduceWithSection! ?c) (learnPrerequisitesFundamentalsShort ?c)))

(introduceWithPrereqSection! deriv)


Scenario Scenario DiscoverDiscover

Introduce

Develop

Practice

Connect

Reflect

Motivate

Problem

Illustrate

Prerequisites

(:method (motivate! ?c) ((learnerProperty hasEducationalLevel ?el) (learnerProperty hasAnxiety ?c ?an) (?an <= 2) (GetElement ((class Exercise) (class Introduction) (relation isFor ?c) (property hasLearningContext ?el) (property hasDifficulty very_easy)))) ((insertAuxOnceIfReady! ?element)))




Course Generation: ResultsCourse Generation: Results

1/37/6 4/105/19 8/262/36 12/254/52 20/365/83


AI-Supported Learning: AI-Supported Learning: SummarySummary

Artificial Intelligence Artificial Intelligence to select learning objectsto select learning objects to select toolsto select tools

Does not replace teacher but helps him/herDoes not replace teacher but helps him/her

Current research question:Current research question: How to use AI for Web 2.0How to use AI for Web 2.0


SummarySummary

Learning TheoriesLearning Theories Learning Theories and Language LearningLearning Theories and Language Learning Tools for Personalized LearningTools for Personalized Learning How AI supports your LearningHow AI supports your Learning


How to ContinueHow to Continue Contact us for any question:Contact us for any question:

[email protected][email protected] [email protected][email protected]

Use the personal learning environment we created during the Use the personal learning environment we created during the lecture:lecture:

http://http://www.google.com/ig/sharetab?hlwww.google.com/ig/sharetab?hl==en&sourceen&source==stb&stidstb&stid=112236995533256220287916fa6930de17d7449a322608f0e32e3=112236995533256220287916fa6930de17d7449a322608f0e32e3

Even better: visit iGoogle and build your personal learning Even better: visit iGoogle and build your personal learning environmentenvironment

http://http://www.google.com/ig?hlwww.google.com/ig?hl=en=en Read and comment the slides:Read and comment the slides:

http://www.slideshare.net/ullrich/http://www.slideshare.net/ullrich/ Create an account on TwitterCreate an account on Twitter

http://twitter.comhttp://twitter.com our Twitter names: our Twitter names: kerstinlaoshikerstinlaoshi & & ullrichullrich

Date post:	01-Nov-2014
Category:	Technology
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