ONT Re: Inquiry Driven Learning Environments (IDLE's)
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Nota Bene. The remainder of this study consists of
the "Progress Reports of the Learner Interface Team",
namely, Jon Awbrey, Mark Christensen, Jeremy Shiemke,
submitted periodically from 19 Oct 1993 to 07 Dec 1993.
| Document History
|
| Subject: Extensions Of Mind
| Subhead: Essays And Reports On Intelligent Systems
| Contact: Jon Awbrey <jawbrey@oakland.edu>
| Version: Draft 3.01
| Created: 10 Sep 1993
| Revised: 08 Mar 1995
| Updated: 07 Feb 2002
| Advisor: C.C. Wagner
| Setting: Oakland University, Rochester, Michigan, USA
| Excerpt: Division 3 (Affective Computability)
| Excerpt: Subdivision 3.1 (Learner Interface)
Extensions Of Mind: Essays And Reports On Intelligent Systems
3. Software Engineering is Affective Computability:
Inquiry Driven Learning in a Dyadic System
3.1 Learner Interface: Interpretation of Task Requirements
o---------------------------------------------------------------------o
| Dyadic State Transition |
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| | |
| A. Tutor | B. Student |
| | |
| Computer Intitiated Transaction: | Learner Initiated Transition: |
| "Control" = input parameter of a | "Control" = selection based on |
| state transition or transformatn.| aim, goal, interest, preference. |
| | |
o-------------------------------> !d! <-------------------------------o
| | |
| v |
| 1. | 1. |
| | |
| Principal Activity. | Principal Activity. |
| | |
| Selection by the Tutor | Tutor describes objects, |
| of situations, subjects, | gives examples of concepts, |
| topics, and questions to | gives clarifications of terms, |
| present to the Student. | or unpacks definitions of terms, |
| | all in accord with the Student's |
| The goal of the Tutor's | option, selection, specification.|
| selection and its subsequent | |
| action is to teach a concept | |
| or to coach a skill. | |
| | |
| This involves assisting | |
| the Student with forming | |
| two different classes of | |
| conceptual and procedural | |
| models: | |
| | |
| a. The Student's model of the | |
| content or the object domain. | |
| | |
| b. The Student's model of the | |
| Tutor, that is, of how the | |
| the tutoring system works. | |
| | |
| The Tutor's objective in the | |
| first case is to improve the | |
| the Student's conceptual and | |
| procedural model of the | |
| target domain. | |
| | |
| This model guides the Student | |
| in predicating properties of | |
| objects and in predicting the | |
| likely outcomes of processes. | |
| | |
| This model, whether good or bad, | |
| determines the placement of the | |
| Student in the object arena and | |
| sets the level of participation | |
| in its activities. | |
| | |
o----------------------------------o----------------------------------o
| | |
| 2. | 2. |
| | |
| Lesson Plan Generation. | Evaluative Interaction. |
| | |
| Characterize a lesson plan | Educational Philosophy |
| as a prospective sequence | regarding the evaluation |
| of actions, presentations, | components appropriate to |
| and assessment checks of | "Inquiry Driven Learning": |
| reciprocal comprehension | |
| and mutual understanding. | If the target domain has |
| | intrinsic interest for the |
| | Student, and if this interest |
| | is not obstructed by the scheme |
| | of instruction, self-evaluation |
| | occurs naturally in the process |
| | of the Student's endeavors to |
| | correct misunderstandings of |
| | the subject and to alleviate |
| | the annoyance of uncertainty. |
| | |
o----------------------------------o----------------------------------o
| | |
| 3. | 3. |
| | |
| Tutor Interaction With Student. | Formulation Of Evaluation Task. |
| | |
| Implement a dialogue model of | To locate cases in the target |
| of the inquiry process that | concept space that constellate |
| is able to be: | especially critical instances |
| | or problematic issues for each |
| a. Sensitive to Student | given axiom, claim, concept, |
| feedback as a developing | definition, distinction, |
| set of boundary conditions. | hypothesis, or theory. |
| | |
| b. Alert for signs and symptoms | |
| of Student "surprise", that | |
| is, expectation failure, as | |
| clues to the Student's model | |
| of the subject matter. | |
| | |
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Jon Awbrey
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