Download pdf - 3D Teaching, using collaborative digital environment

3 Dimensional Teaching: Evalua4on For Next Genera4on

May Abou Zahra - Université Acadia [email protected]

Moncef Bari -‐ University of Quebec in Montreal [email protected]

May Abou Zahra and Moncef Bari, 2010

The Net Genera4on

The ICT environment transformed teaching and learning experiences (Abrami, Phillip, 2005). Learners and teachers have their own personal laptop computer and other mobile tools such as iPods and PDAs. The Net Genera4on’s exposure to interac4ve media has prepared them for heterogeneous, distributed systems that characterize tomorrow’s learning organiza4ons, but they s4ll need to learn the processes of innova/on, crea/vity and collabora/on (Abrami Phillip (2007)). May Abou Zahra and Moncef Bari, 2010


73%

74%

75%

76%

77%

78%

79%

Instant messaging Homework, tests

Series 1

Series 1

The Net Genera/on: U.S. (The Census Bureau, 2003) found that 75% of online teens use instant messaging, represen4ng close to 16 million youth.

75% = 16 million youth

Students may have difficulty while reading a text on screen.


Sources of reading difficul4es for many readers can be:

•  The physical strain of scrolling through the material and the eyestrain from the backlit monitor make long-‐term, concentrated reading of substan4al digital material a challenge. It's fascina+ng to watch the slow-‐mo+on replay of users' eye movements as they read and scan across a page. (Jakob Nielsen's Alertbox, April 17, 2006)

•  Text coherence and cogni4ve tasks complexity may also

represent difficul4es for student


They do not have skills and strategies to recognize these difficul4es and to come over.

Students do not read text on computer, even on laptop, users don’t read text thoroughly in a word-‐by-‐word manner (Jakob Nielsen, 2009)

Solu4on

•  To automa4cally assess text reading difficul4es,

•  and to help us beder understand the screen reading process,

•  a computer system is being developed for university and High school level.



This system is based on intelligent agents

Agent intelligent


An intelligent agent may be defined as an autonomous object, or en4ty, which observes and acts upon its environment; it directs its ac4vity towards achieving goals (Russell and Norvig, 2010). Intelligent agents interact with their environment.

The intelligent agent environment include: visuals aspect, video, audio and text using

a 3 dimensions teaching process.

•  The 3 dimensions teaching process is a comprehension based on cogni4ve theories

•  the construc4vism Piaget-‐the model of observa4on or modelling (Bandura, 1986) and model of treatment of informa4on (Fids and Posner, on 1969)).



3 D teaching learning process allow to build applica4on that can challenge prevailing biases and preconcep4ons about people’s

Text

Pictures Sounds

Videos

Learning material

Collecting information

A n a l y s i s

Interpretation

Learning process

Figure 1


The intelligent agent may use knowledge to achieve specific goals. These kind of en44es

originated from research in ar4ficial intelligence and may be used when autonomous behavior is

needed.


In our case, the agent-‐based system will mainly follow the goal of providing personalized assistance to students for evalua4ng their reading skills during screen reading process.

Secondarily, the tool will help us collect research data for enlarging our inves4ga4on of the screen reading process.

The main goal is reached by providing pedagogical agents with linguis4c approach and cogni4ve strategies. In a first step it will allow evalua4on guidance to the students.


Architecture of the agent-‐based system

Figure 2

The process •  An intelligent agent is associated with a student and

follows him during the learning process using an ac4ve learning approach: (see Silberman, Mr. 1996 Ac4ve Learning, Allyn and Smoked back bacon, Boston).


• The agents of this type are specialized in text reading evalua4on.

• They combine their knowledge of linguis4cs approaches and cogni4ve comprehension levels to assist students

Quiz

Each text submided for screen reading is associated with a specific quiz "assessment" and their related answers that are developed by the teacher.


Text Quiz

solu4on

The assessment design is based on linguis4cs elements, cogni4ve strategies and data analysis for

interna4onal test (PIRLS).



•  Text

reading

•  Answers

automated process analyzing •  Correct

answer

move to a higher cogni4ve level of

strategies

•  incorrect or incomplete answers,

guide the student

Assessment mode

This design is similar to that described in Schiaffino, Garcia, and Amandi(2008)

The student answers are stored in order to have a history which is available

on request.


• Comprehension strategies

Teaching the agent

• Choosing

Topics •  Rules

Subject

•  Knowledge

Enhancing

Learning Agent

That way, the agent enhances its knowledge base and the students’ knowledge is improved as shown by Leelawong and Biswas (2008).

The student answers are stored in order to have a history which is available

on request.

•  This applica4on is an example that can be used in a similar way with different goals by teachers and designers. Many facilitated by technology:

•  People want to feel that they are ac+ve when they are on the Web. Oct. 1997 Reading on the Web, Why people scan (Jakob Nielsen).


•  In a world where students are increasingly par4cipa4ng in distance learning and informa4on is shared electronically, intelligent agents can add value to par4cipatory-‐style teaching approaches.


The interac4on with an intelligent agent allows students to

prac4ce learning strategies at different cogni4ve levels. In the mean 4me, this prac4ce is like a coaching that helps student to

develop higher thinking skills. The agent-‐based system enhances the interac4ve and

proac4ve learning processes.


Future perspec4ves: Improving the students reading skills by allowing them to teach their related intelligent agents and crea4ng

their own test evalua4on reading skills....

When implemented appropriately, technology tools are beneficial to students’ learning, and may facilitate the development of higher order thinking skills (Abrami et Al, 2005).


May Abou Zahra – Acadia University

[email protected] Moncef Bari -‐ University of Quebec at Montreal

[email protected]
