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Enhancing Learning and Problem Solving through Knowledge Engineering

Dr. David Delany from Trinity College Dublin discusses leveraging cognitive science for better learning outcomes, focusing on cognitive skill development, adaptive expertise, and problem-solving strategies. The need for a paradigm shift in education, moving away from conventional practices to knowledge engineering, is emphasized. The course aims to accelerate the transition from novice to elite expert through structured knowledge construction. The text explores deep vs. surface learning structures and the importance of knowledge mapping software for effective information processing. It also delves into the intersection of knowledge engineering and creativity, legal analysis, and future education trends, including advanced analytics tools and neurocognitive enhancement training.

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Enhancing Learning and Problem Solving through Knowledge Engineering

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  1. KNOWLEDGE ENGINEERING Using applied cognitive science to enhance learning, thinking, and problem solving Dr. David Delany CAPSL Trinity College Dublin delanydi@maths.tcd.ie

  2. PRESENT IMPERFECT

  3. ILLUSTRATIVE PROBLEMS • Low cognitive level of students… • Piagetian tests of formal operations norms 1976-2006/7 • Shayer & Ginsberg (2009) • Almost 50% of Science 1st Years below Formal Operational Level (11-15 yrs) • Finlayson, et al (2009) • Dumbing down is a tacit admission of pedagogical failure! • Project Maths

  4. PROBLEMS WITH CONVENTIONAL EDUCATION • Educational practice demonstrably sub-optimal • Surface > deep learning • Near > far learning transfer • Dependent > independent thinking • Routine > adaptive expertise

  5. PARADIGM SHIFT NEEDED! Conventional education is sub-optimal at the paradigm level Fundamentally misses the point!

  6. BLACK BOX METAPHOR FOR EDUCATION • Answers are used to INDIRECTLY assess quality of understanding • Input-Output black box metaphor at root of problems with modern education

  7. NOVICES Fragmented Poor Learning Transfer Non-hierarchical Inefficient Problem Solving Strategies KNOWLEDGE STRUCTURES EXPERTS • Integrated • Good Learning Transfer • Hierarchical • Efficient Problem Solving Strategies

  8. Fragmented Non-Hierarchical Narrow CONVENTIONAL DEVELOPMENT of EXPERTISE ? UNSKILLED LEARNER • Integrated • Hierarchical • Extensive

  9. Integrated Hierarchical Narrow Integrated Hierarchical Extensive IDEAL DEVELOPMENTAL PROGRESSION SKILLED LEARNER

  10. KNOWLEDGE ENGINEERING COURSE • Central goal: accelerate the development of adaptive expertise through deliberate construction of expert knowledge structures • TCD, Cornell, Intel, etc • Apply findings from cognitive science to improving cognitive skills • Meaningful learning, deep insight, creativity & structured innovation • Novice => expert => elite expert

  11. KNOWLEDGE ENGINEERING EXAMPLE CAPITAL: The man-made FACTOR OF PRODUCTION encompassing all the physical assets, such as machinery, used by a business to produce goods and services.

  12. CAPITAL: The man-made FACTOR OF PRODUCTION encompassing all the physical assets, such as machinery, used by a business to produce goods and services.

  13. DEEP vs SURFACE STRUCTURE SURFACE STRUCTURE CAPITAL: The man-made FACTOR OF PRODUCTION encompassing all the physical assets, such as machinery, used by a business to produce goods and services DEEP STRUCTURE

  14. FROM SURFACE TO DEEP TO SURFACE CAPITAL: The man-made factor of production encompassing all the physical assets, such as machinery, used by a business to produce goods and services GOODS AND SERVICES: The outputs of the business production process FACTOR OF PRODUCTION: Resources, such as capital, used by a business as inputs to the production process in the creation of goods and services PRODUCTION PROCESS: The business process through which factors of production, such as capital, are converted into goods and services

  15. ABSTRACTION The greatest thing by far is to be a master of metaphor. It is the one thing that cannot be learnt from others; it is the mark of genius, for to make good metaphors implies an intuitive perception of the similarity in dissimilars. Aristotle (384-322 BC), Greek philosopher

  16. KNOWLEDGE ENGINEERING & CREATIVITY • Ward (1994) Experiment: Alien Design • CONCLUSION: Human creativity is limited • we recycle and adapt familiar elements • Bilateral symmetry, polarity, sensory app., appendages • ALTERNATIVE CONCLUSION: • Creativity is limited by poor Knowledge Engineeringskills

  17. KNOWLEDGE ENGINEERING & CREATIVITY

  18. KNOWLEDGE ENGINEERING & CREATIVITY

  19. LEGAL ANALYSIS: RATIO DECIDENDI Identifying the ratio of the Wilkinson vs Downton (1895) case Process of structural abstraction Good legal rule: not too concrete, not too general

  20. WHY KNOWLEDGE ENGINEERING? • CLARITY OF UNDERSTANDING • COMPRESSION • I am sorry for the length of my letter, but I had not the time to write a short one. • Blaise Pascal (1623-1662), French mathematician and philosopher • FAR LEARNING TRANSFER • KNOWLEDGE RESTRUCTURING

  21. KNOWLEDGE MAPPING SOFTWARE Intelligence analysts (FP7) “Construction and visualisation of augmented representations of the deep conceptual frameworks underpinning an analysis” Abstraction & Information overload “analytical due diligence”

  22. FUTURE EDUCATION: PARADIGM-SHIFTING CONVERGENCE Advanced knowledge analytics tools Self-administered neurocognitive enhancement training tools What educational system design would best serve ‘post-convergence’ students? Implications for the Irish education system? Publication-grade student research at 2’ level Vertically-distributed research model Ireland’s international education ranking

  23. FUTURE PERFECT?

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