Learning Goal Ontology How Can We Form Effective Collaborative Learning Groups?

1. Learning Goal OntologyHow Can We Form Effective Collaborative Learning Groups? Akiko Inaba, Thepchai Supnithi, Mitsuru Ikeda, Riichiro Mizoguchi, & Jun’ichi Toyoda I.S.I.R., Osaka University, Japan

2. Analyze Design Develop Implement Evaluate Design of Collaborative Learning Session CL Designer

3. How can we form an effective learning group? Effects of Collaborative Learning • Not all the collaborative learning processes are productive • Advantages of collaborative learning are well known Educational effects Interaction among learners Relationship among learners Collaborative Learning Group Formation According to Learning Theories

4. Selecting appropriate theories Searching learning theories To Form Learning Groups × • Difficulty in understanding the learning theories • Due to the lack of common and solid background concepts for collaborative learning Learning Theories Learning Theory X × Forming groups according to the theories CL Designer

5. Research Objectives • To construct a collaborative learning support system • Detect appropriate situation for a learner to join in a collaborative learning session • Form a collaborative learning group. • To fulfill the objectives we have to consider • How to detect the appropriate situation to start a collaborative learning session and to set up the learning goal • How to form an effective group which ensures educational benefits to the members of the group, and • How to facilitate desired interaction among the members. • To fulfill the objectives we have to consider • How to detect the appropriate situation to start a collaborative learning session and to set up the learning goal • How to form an effective group which ensures educational benefits to the members of the group, and • How to facilitate desired interaction among the members. To form groups with justification by learning theories Collaborative Learning Ontology

6. Underlying Learning Theories for Collaborative Learning • Peer Tutoring (Endlsey, 1980) • Cognitive Flexibility theory (Spiro, et. al, 1988) • Sociocultural theory (Vygotsky, 1930) • Cognitive Apprenticeship (Collins, 1991) • Anchored Instruction (Bransford, et al., 1992) • Distributed Cognition (Salomon, 1993) • Cognitive Constructivism (Piaget, 1929) • Legitimate Peripheral Participation (Lave & Wenger, 1991) • Observational Learning (Bandura, 1971) • Zone of Proximal Development (Vygotsky, 1930)… ...

7. Collaborative Learning Ontology

8. Collaborative Learning Ontology • Trigger to start collaborative learning sessions • Learning scenario • Learning material • Learning group • Learning goal • Trigger to start collaborative learning sessions • Learning scenario • Learning material • Learning group • Learning goal What situation learners are put in • Common goal • Personal goal • Personal Cognitive Change • Personal Experience What educational benefit learners get What interaction learners do

9. CL Designer Role of Phenomena described in Learning Theories< Design Phase > goals Situation W-goal wants to set up Y<=I-goal Interaction wants learners to do I-goal wants learners to get Educational benefits phenomena Learning Theory

10. CL Designer Role of Phenomena described in Learning Theories< Analyze Phase > Does the group realize the situation? Situation Are the learners doing such interaction? Interaction monitor Will the learners get such benefits? Educational benefits phenomena Learning Theory Learning Group

11. Learning Goal OntologyThe Classification of Learning Goals I-goal G:I - Personal goal - What a learner (I)acquires Y<=I-goal G:Y<=I - Personal goal - Why a learner (I) interacts with another learner (You) to attain his/her I-goal W-goal G:W - Common goal as a Whole group - The situation setting up to attain Y<=I-goals

12. Learning Goal OntologyI-goal,Y<=I-goal,W-goal G:Y(La)<=I(Lb) G:Y(Lb)<=I(La) G:W(La,Lb) G:I(La) G:I(Lb) G:W(La,Lb,Lc) G:I(Lc) Lb La Lc

13. I-goals • Accretion • Tuning • Restructuring • Modes of Learning, Rumelhart & Norman (1978) • Acquisition of Content-Specific Knowledge • Development of Cognitive Skills • Development of Meta-cognitive Skills • Development of Skills for Self-Expression • Cognitive stage • Associative stage • Autonomous stage • Acquisition of Cognitive Skill, Anderson (1982), Fitts (1964)

14. Y<=I-goals • Learning by Observation • Learning by Self-Expression • Learning by being Taught • Learning by Teaching • Learning by Apprenticeship Learning by Practice Learning by Diagnosing Learning by Guiding Learning by Reflection Learning by Discussion

15. W-goals • Setting up the situation for Peer Tutoring • Setting up the situation for Anchored Instruction • Setting up the situation for learning by Cog. Apprenticeship • Setting up the situation for sharing (Meta-)Cognitive function between learners (Sociocultural T.) • Setting up the situation for sharing Multiple Perspectives (Cog. Flexibility T.) • Setting up the situation based on Distributed Cognition • Setting up the situation based on Cog. Constructivism • Setting up the community for Legitimate Peripheral Participation (LPP) • Setting up the situation for Observational Learning

16. Primary Focus & Secondary Focusin a Learning Theory • Primary Focus (P) • specifies the role that is mainly focused in the learning theory. • The learner who plays this role (P-member) is expected to gain the main educational benefit. • Secondary Focus (S) • specifies the role that is weakly focused in the learning theory. • The learner who plays this role (S-member) is needed as a companion to enable a P-member to attain learning goals.

17. Conceptual Structure of a W-goal W-goal I-goal I-goal I p/o ?a Y<=I-goal Y<=I-goal You p/o ?b G: I(I) p/o Role Behavior Role Behavior Behavior Behavior I p/o ?c You p/o ?d p/o G: I(I) Primary Focus (P) p/o ?x=?a=?d ?y=?b=?c ?x Secondary Focus (S) p/o ?y S <= P -goal p/o p/o P <= S -goal

18. I-goal Behavior Behavior Y<=I-goal Conceptual Structure of a W-goal I You Primary Focus (P) Secondary Focus (S) Behavior Behavior S<=P-goal I-goal P<=S-goal Role Y<=I-goal Role You W-goal I

19. Types of W-goals • Singleton W-goal • Multiple P-Focuses × Single S-Focus • Peer Tutoring • Anchored Instruction • Single P-Focus × Multiple S-Focuses • Cognitive Apprenticeship • Sociocultural Theory • Multiple Representations • Multiple P-Focuses × No S-Focus • Distributed Cognition • Cognitive Constructivism • Composite W-goal • Observational Learning • LPP

20. Peer Tutoring (M-P × S-S) PeerTutee ?b PeerTutor - Content-specific knowledge (Tuning) ?a ＊ G: I(PeerTutor) PeerTutor Tutoring PeerTutee Tutoring PeerTutee ?c PeerTutor ＊ ?d - Content-specific knowledge (Accretion) G: I(PeerTutee) ?x=?a=?d ?y=?b=?c PeerTutoring Secondary Focus ?y Primary Focus ?x S<=P-goal Passive Learning L by Teaching ＊ P<=S-goal Passive Learning L by being Taught

21. An Example of Usage ofOur Ontology

22. Opportunistic Group Formation Opportunistic Group Formation Individual Learning Mode Collaborative Learning Mode o b s e r v e r C L a p p r e n t i c e o b s e r v e r m a s t e r agent learner

23. LPP Distributed Cognition Cognitive Apprenticeship Sociocultural Theory Cognitive Constructivism Associative stg. Autonomous stg. Cognitive stg. An Example of Forming Collaborative Learning Groups • Learner La: Development of Meta-cognitive Skills (Associative stg.) Self-monitoring + Self- evaluation + Self-regulation

24. Lb Lb Lb Lb Lb Lb Lc Lc Lc Lc Lc Lc An Example of Group Formation: LPP G:I(Lb)=Development of (Meta)cognitive skills (Autonomous st.) G:Y({Lb,Lc})<=I(La)=L by Practice G:Y(Lb)<=I(Lc)= G:Y(Lc)<=I(Lb)= L by Discussion Full Part. (Problem-solving) G:W(La,{Lb,Lc})=LPP La La La La Peripheral Part. (Problem-solving) Full Part. (Problem-solving) G:I(La)=Development of (Meta)cognitive skills (Assoc. st.) G:W(Lb,Lc)= Cognitive Constructivism G:I(Lc)=Development of (Meta)cognitive skills (Autonomous st.)

25. Ld Observer (Observing) G:W(Ld,{La,Lf})= Observational Learning G:Y({La,Lf})<=I(Ld)=L by Observing G:I(Ld)=Development of Metacognitive skills (Cog. st.) An Example of Group Formation:Sociocultural Theory G:Y(Lf)<=I(La)= L by Reflection G:Y(La)<=I(Lf)= L by Diagnosing G:I(La)=Development of Metacognitive skills (Assoc. st.) G:I(Lf)=Development of Cognitive skills (Assoc. st.) Lf La Diagnoser (Advising) Client (Presenting) G:W(La,Lf)= Sociocultural T.

26. Conclusion • Collaborative LearningOntology • a system of concepts to represent a collaborative learning session • Learning Goal Ontology • as a part of Collaborative Learning Ontology • I-goal, Y<=I-goal, W-goal

27. Further Information: http://www.ai.sanken.osaka-u.ac.jp/~inaba/LGOntology/ Future work • To elaborate collaborative learning ontology • Learning topic • Learning scenario • Learner’s role • To construct an Analyzing Support Tool • To consider possibility of integration several groups into one