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Inside Theory-Aware Authoring System

Inside Theory-Aware Authoring System. Riichiro Mizoguchi, Yusuke Hayashi Osaka University Jacqueline Bourdeau Tele University. Structure of this talk. Introduction Part 1: How SMARTIES works Functionality and computational aspect of ontology use Presented by Yusuke Hayashi

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Inside Theory-Aware Authoring System

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  1. Inside Theory-AwareAuthoring System Riichiro Mizoguchi, Yusuke Hayashi Osaka University Jacqueline Bourdeau Tele University

  2. Structure of this talk • Introduction • Part 1: How SMARTIES works • Functionality and computational aspect of ontology usePresented by Yusuke Hayashi • Part 2: How the ontology is built and its underlying philosophy of its design • Ontology engineering aspectPresented by myself

  3. Ontology-aware/ ID Knowledge Server ITS/ILE/OLE 2 ID-Theory-aware Authoring environment Task : Task ontology ID ontology Instruction/ Learning support 1 2 Ontologies of Caring, Instructional Tutoring strategy, Science Teaching material, Learner model, etc. Learning 1 Domain Sciences Domain 3 Domain Domains Domain ontology Support model 1 building Knowledge of Role of base Math, Physics, 2 ontology Plant operation Ontology of each domain Binding of task 3 Plution mechanism, etc. and domain K Our dream at the time of 2000 Author/ Engineer

  4. Main objectives ofOMNIBUS project • Realization of • Theory-awareness and Standards-compliance • Fluent flow of knowledge from theoreticians to practitioners (authors, learners, etc.) • so that they enjoy intelligent guidance by the system to produce theory- and standards-compliant scenarios • To prevent blind configuration of LOs under the slogan: repurposing/reuse of LOs using standards • Eventually, to enable to capture Best Practices as empirical theories

  5. Concepts: 980 Relations: 156 Slots: 3952

  6. Structure of this talk • Introduction • Part 1: How SMARTIES works • Functionality and computational aspect of ontology usePresented by Yusuke Hayashi • Part 2: How the ontology is built with underlying philosophy of its design • Ontology engineering aspectPresented by myself

  7. Demo ofAn Theory-aware & Standards-compliant authoring systemSMARTIES

  8. Overview of SMARTIES • The objective • Theory-based design support for standards-compliant learning contents • What SMARTIES can do: • Modeling framework for scenario design • Concepts and vocabulary for scenario design • Multiple theory-based guidelines for scenario design • Application of a theory to a scenario • Blending multiple theories into a scenario • Finding similar theories to an author’s own strategy • Preservation of design rationale of a scenario with Theoretical justification of a scenario • Explanations of scenarios and theories • Consistency check of scenario-flow • Scenario-export with design rationale • simple scenario description • IMS LD-compliant format

  9. Coverage of SMARTIES • Covered: • Abstract design phase of learning/instructional design • Skeleton of a scenario • Structure of design rationale (justified by theories) • Not covered yet: • Detailed design of learning/instructional scenario • Learning objects design & its use • Execution of scenarios • Adaptation to learners’ actual states

  10. Scenario model in SMARTIES (1/3) Abstract • WAY • Decomposition and Achievement relation between macro and micro I_L events • I_L event • Interaction between an instructor and a learner. • State-change of the learner Concrete

  11. Scenario model in SMARTIES (2/3) Abstract • WAY • Decomposition and Achievement relation between macro and micro I_L events • I_L event • Interaction between an instructor and a learner. • State-change of the learner • Way <-> Theory • A WAY-knowledge is a WAY defined based on a theory. • A theory is modeled as a set of WAY-knowledge . Concrete

  12. Scenario (sequence) Learningcontent LO LO LO LO LO LO LO LO LO LO LO LO LO LO LO LO Scenario description The goal of the learner in this scenario is to be in "Apply level" stateStep1 The instructor does "Show familiar things".The learner does "Look it".This interaction is for making the learner be in "Have recognized" state.[...more] Step2 The instructor does "Show familiar things in unfamiliar manner".The learner does "Look it".This interaction is for making the learner be in "Have recognized" state.[...more] … Scenario model in SMARTIES (3/3) Abstract Concrete

  13. A system architecture of a theory-aware authoring tool Authoring Interface Way- knowledgemanager Way-Knowledge Explanation of scenarios Explanationgenerator Explanation of theories Scenariointerpreter Ontology Guidance for making scenarios Explanationtemplate Modelmanager Scenario models Author Making scenarios Export in IMS LD format IMS LDExport IMS LDSpecifications IMS LDcompliant tools

  14. Demonstration of SMARTIES • Scenario making • Multiple theory-based guidelines for scenario design • Application of a theory to a scenario • Preservation of design rationale of a scenario with Theoretical justification of a scenario • Explanations of scenarios • Scenario modification with a sample scenario • Multiple theory-based guidelines for scenario design • Blending multiple theories into a scenario • Finding similar theories to an author’s own strategy • Consistency check of scenario-flow • Scenario export • Scenario-exportwith design rationale • simple scenario description • IMS LD-compliant format

  15. Demonstration of SMARTIES (1/3) • Scenario making • Multiple theory-based guidelines for scenario design • Application of a theory to a scenario • Preservation of design rationale of a scenario with Theoretical justification of a scenario • Explanations of scenarios • Scenario modification with a sample scenario • Multiple theory-based guidelines for scenario design • Blending multiple theories into a scenario • Finding similar theories to an author’s own strategy • Consistency check of scenario-flow • Scenario export • Scenario-exportwith design rationale • simple scenario description • IMS LD-compliant format

  16. Situation Learner: School kids, learning in the classroom Object: A concept Goal: Understanding of the target concept Already knowing the concept After this scenario the learner learn to apply it. Setting of the root I_L event Main flow of learning/instruction Preparation -> Development -> Assessment -> Follow-up Scenario setting

  17. The scenario explained in the previous slide is displayed here. The main window of SMARTIES (1/2)

  18. If an author click an I_L event (a node) or WAY (square in the middle of a link), the explanation of it is shown. For example, If you click this I_L event… the explanation of it is shown here. Legend Instructional action Learning action State change(terminal state) I_L event type The main window of SMARTIES (2/2)

  19. An author can edit the I_L event at this I_L event setting window. I_L event editing (1/3)

  20. This is the ontology browser If an author want to choose a concept from the OMNIBUS ontology, push a button next to a field and then the ontology browser appears. I_L event editing (2/3)

  21. Undefined action is expressed in italic style. If an author want to use an action that is not defined in the ontology, you can put any words in the fields. In such case, the action is shown in Italic style in the I_L event in the main window and SMARTIES can’t understand the action. I_L event editing (3/3)

  22. These are the applicable WAY knowledge to decompose the target I_L event. These are sorted firstly by the elements used in matching, secondly by the paradigm and lastly by the theory. The target I_L event The selected WAY knowledge The composition of selected WAY knowledge The explanation of selected WAY knowledge Looking for WAY knowledge to decompose this I_L event Looking for WAY knowledge to decompose an I_L event

  23. Of course, an author can make WAYs on his/her own idea. Making WAYs on an author’s own idea

  24. Support learning / Aquire understanding / Understand Developmental event Advance the development / Develop / Developed Coached exercise Present content / Recognize / Recognizing the content Guide practice / Develop / Developed Coached exercise Give information Generation mechanism of explanation I_L event Content template I_L event Representation template .XSL .XSL .XML .XML .HTML Model &OntologyData Explanationcontent Explanationrepresentation Scenario model WAY knowledge Content template WAY knowledge Representation template .XSL .XSL .XML .XML .HTML OntologyData Explanationcontent Explanationrepresentation Ontology

  25. Demonstration of SMARTIES (2/3) • Scenario making • Multiple theory-based guidelines for scenario design • Application of a theory to a scenario • Preservation of design rationale of a scenario with Theoretical justification of a scenario • Explanations of scenarios • Scenario modification with a sample scenario • Multiple theory-based guidelines for scenario design • Blending multiple theories into a scenario • Finding similar theories to an author’s own strategy • Consistency check of scenario-flow • Scenario export • Scenario-exportwith design rationale • simple scenario description • IMS LD-compliant format

  26. Sample scenario • From Charles M. Reigeluth (Eds.) “Instructional Theories in Action Lessons Illustrating Selected Theories and Models” • Based on Gagne’s theory • Target is Intellectual skill“Use a previously unencountered optical micro scope properly” • Demonstration the following theory-aware functionality • Blending multiple theories into a scenario • Finding similar theories to an author’s own strategy • Consistency check of scenario-flow

  27. (From Perty, B., Mouton, H., Reigeluth, C. M.: “A Lesson Based on the Gagne’-Briggs Theory of Instruction”, in Reigeluth, C. M. (Eds.): Instructional-design theories and models A new paradigm of instructional theory, Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc., pp. 11-44, 1999.) Overview of the sample scenario model based on Gagne-Briggs theory.

  28. This doesn’t have any alternatives These are some alternatives Check of all alternative WAYs in a scenario model (1/2)

  29. These are the applicable alternative WAY knowledge to decompose the target I_L event. These are sorted firstly by the elements used in matching, secondly by the paradigm and lastly by the theory. The target I_L event Checking the definitions of alternative pieces of WAY knowledge. The composition of selected WAY knowledge The selected WAY knowledge The explanation of selected WAY knowledge Check of all alternative WAYs in a scenario model (2/2)

  30. Similar WAY knowledge are sorted by the similarity. 1.0 is the maximum of the similarity. 0.0 is the minimum. For example, check the similarity about this this WAY Check of the similarity of author-define WAY and WAY knowledge (1/2)

  31. These two sub I_L event is the same so the similarity is 1.0 Check of the similarity of author-define WAY and WAY knowledge (2/2)

  32. The explanation about the inconsistency is shown in this tab. This indicates this WAY is inconsistent with the previous I_L event and the WAY of it. Consistency check of the scenario sequence (1/2)

  33. This indicates this WAY is inconsistent with the previous I_L event and the WAY of it. The previous I_L event This WAY is based on Gagne’s theory that is a kind of cognitivist theory This WAY is based on Jonassen’s theory that is a kind of consructivist theory These two I_L events are the leaves of the previous I_L event. The explanation about the inconsistency Consistency check of the scenario sequence (2/2)

  34. Demonstration of SMARTIES (2/3) • Scenario making • Multiple theory-based guidelines for scenario design • Application of a theory to a scenario • Preservation of design rationale of a scenario with Theoretical justification of a scenario • Explanations of scenarios • Scenario modification with a sample scenario • Multiple theory-based guidelines for scenario design • Blending multiple theories into a scenario • Finding similar theories to an author’s own strategy • Consistency check of scenario-flow • Scenario export • Scenario-exportwith design rationale • simple scenario description • IMS LD-compliant format

  35. Advance the development / Develop / Developed Advance the development / Develop / Developed Present content / Recognize / Recognizing the content Present content / Recognize / Recognizing the content Guide practice / Develop / Developed Guide practice / Develop / Developed Guide practice / Develop / Developed Guide practice / Develop / Developed Way-knowledge base Advance the development / Develop / Developed Advance the development / Develop / Developed Advance the development / Develop / Developed Support learning / Aquire understanding / Understand Pattern matching Present content / Recognize / Recognizing the content Present content / Recognize / Recognizing the content Present content / Recognize / Recognizing the content Guide practice / Develop / Developed Guide practice / Develop / Developed Guide practice / Develop / Developed Developmental event Advance the development / Develop / Developed Application Coached exercise Present content / Recognize / Recognizing the content Guide practice / Develop / Developed Coached exercise Give information Inside of SMARTIES • Basic functionality of SMARTIES • Read and write the ontology • I_L event pattern matching (and unfolding scenario model) • Rule-based reasoning • E.g. Scenario consistency check rule • all the data used in the rule is defined in the ontology • Declarative definition of concepts in the ontology • All the theories and scenarios in SMARTIES are modeled based on the ontology Scenario model

  36. Demonstration of SMARTIES (3/3) • Scenario making • Multiple theory-based guidelines for scenario design • Application of a theory to a scenario • Preservation of design rationale of a scenario with Theoretical justification of a scenario • Explanations of scenarios • Scenario modification with a sample scenario • Multiple theory-based guidelines for scenario design • Blending multiple theories into a scenario • Finding similar theories to an author’s own strategy • Consistency check of scenario-flow • Scenario export • Scenario-exportwith design rationale • simple scenario description • IMS LD-compliant format

  37. This is a simple scenario description that has only instructor’s and learner’s actual actions. This is a design rationale of this step, which is the goal state This is the I_L event extracted to the step 1 of the scenario. Export of simple scenario description (1/2)

  38. This is a further detailed design rationale of this step. This comes from the path from the leaf I_L event to the root I_L event. Export of simple scenario description (2/2)

  39. The exported IMS LD manifest file. Files are exported here. Zipped file is the package file in order to import the scenario to Reload LD player and editor. Export to IMS LD (1/3)

  40. HTMLfile • <imscp:manifest ...(Snip)... • identifier="CP-Sample-of-IMS-LD-export"> • <imscp:organizations> • <imsld:learning-design identifier="sample“...(Snip)... • <imsld:title>Sample of IMS LD export</imsld:title> • ...(Snip)... • <imsld:components> • <imsld:roles> • <imsld:learner identifier="R-learner"/> • ...(Snip)... • <imsld:activities> • (Snip)... • <imsld:activity-structure • Identifier=“IAS-Present content836231168“ • structure-type="sequence"> • <imsld:title>IAS-Present content</imsld:title> • - <imsld:information> • <imsld:item identifier=“IASI-Present content857600000” identifierref="RES-i857600000" isvisible="true" /> • </imsld:information> • <imsld:activity-structure-ref • ref="LAS-Present what to learn857059328"/> • <imsld:activity-structure-ref • ref="LAS-Give guidelines858066944"/> • </imsld:activity-structure> • <imsld:activity-structure • identifier=“LAS-Recognize836231168" structure-type="sequence"> • <imsld:title>LAS-Recognize</imsld:title> • <imsld:activity-structure-ref ...(Snip)... • </imsld:activity-structure> • (Snip)... • <imsld:environments> • (Snip)... Relation between our model and IMS LD Support learning / Aquire understanding / Understand Role Activities Activity-structure for Instructor This structure is based on “Gagne and Briggs’s theory”.The goal “Developed” is achieved by … Advance the development / Develop / Developed Present content / Recognize / Recognizing the content Guide practice / Develop / Developed ref. Gagne and Briggs Present what to learn / Recognize / Recognizing what to learn Give guidelines / Recognize / Recognizing how to learn Activity-structure for Learner Environment XML description of IMS LD

  41. This is an explanation about the activity(-structure). This explanation is generated by SMARTIES. If an author click one of these activity(-structure), the explanation is shown. Export to IMS LD (2/3)

  42. There is a link to a theory-definition pages. Export to IMS LD (3/3)

  43. Demonstration of SMARTIES • Scenario making • Multiple theory-based guidelines for scenario design • Application of a theory to a scenario • Preservation of design rationale of a scenario with Theoretical justification of a scenario • Explanations of scenarios • Scenario modification with a sample scenario • Multiple theory-based guidelines for scenario design • Blending multiple theories into a scenario • Finding similar theories to an author’s own strategy • Consistency check of scenario-flow • Scenario export • Scenario-exportwith design rationale • simple scenario description • IMS LD-compliant format

  44. Structure of this talk • Introduction • Part 1: How SMARTIES works • Functionality and computational aspect of ontology usePresented by Yusuke Hayashi • Part 2: How the ontology is built with underlying philosophy of its design • Ontology engineering aspectPresented by myself

  45. Concepts: 980 Relations: 156 Slots: 3952

  46. Hozo http://www.hozo.jp/

  47. Building a heavy-weight ontology • Goal • To find an ontological model of learning/instructional/ID theories for building an engineeringinfrastructure for making computerstheory-aware • Research issues for building such an ontology • What is an engineering infrastructure on which we can represent common and different features of various theories? • How to cover declarative and procedural aspects of theories • How to “operationalize” theories so that computers can help authors describe appropriate scenarios which aretheory-compliant • What is the core of such an ontology? • How to model basic actions and context-dependent actions • All concepts used by application programs must be properly defined in the ontology

  48. Basic issues and policies • Declarative aspects • Actions and Events • All (generic) actions are classified in the Common world • All contextual actions are classified with the I/L context under Educational Event class • No action or process is in Learning and Instructional worlds • Procedural aspect of theories • Clear distinction between state-based actions and motion-based actions (primitive) • Theory consists of Strategies • Strategy is modeled as Action decomposition tree • Role issue • Learning goal is defined as a Role holder in the Learning with the class constraint: What to learn • Instructional goal is defined explicitly

  49. Basic interpretation of learning theories • Learning theories describe • A few conditions which guarantee that a learning action is effective • Learning benefits of a learning action • Reflecting learning theories to learning event • Preparing learning conditions • When learning conditions are satisfied, the learning theory guarantees the learning action is successful. • Effect of learning • A learning theory can tell us what effect is expected after a learning action.

  50. Advancethe development / Develop / Developed I_L event Core modelof learning/instructional events • The difficulty in modeling instruction and learning might be that the change is achieved by two kinds of actions: • Instructional actions leads a learner to do some sort of learning actions • Learning actions cause the change of learner’s state. • The key points of our conceptualization are • to emphasize the relation among the three and • to model a contribution of instructional action on the change of learner’s state. Instructional event Instructional theory Instructional action Learning action State-change(Terminal state) Learning theory Learning event

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