Learning Goal Ontology
How 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
Design of Collaborative Learning Session
CL Designer
Analyze
Develop
Design
Implement
Evaluate
Effects of Collaborative Learning
Not all the collaborative learning processes are productive
Collaborative Learning Group Formation
According to Learning Theories
Advantages of collaborative learning are well known
Educational effects
Interaction
among learners
Relationship
among learners
How can we form an effective learning group?
To Form Learning Groups
Difficulty in understanding the learning theories
–
Due to the lack of common and solid background
concepts for collaborative learning
Learning Theory
X
Searching learning theories
Selecting appropriate theories
Forming groups
according to the theories
Learning Theories
×
×
CL Designer
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
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)… ...
Underlying Learning Theories for
Collaborative Learning
Collaborative Learning Ontology
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
Common goal
Personal goal
–
Personal Cognitive Change
–
Personal Experience
What situation learners are put in
What educational benefit
learners get
What interaction learners do
Role of Phenomena described in Learning Theories
< Design Phase >
Situation
Interaction
Educational benefits
Learning Theory
wants learners to do
wants learners to get
CL Designer
phenomena
goals
W
-
goal
Y<=I
-
goal
I
-
goal
wants to set up
Role of Phenomena described in Learning Theories
< Analyze Phase >
Situation
Interaction
Educational benefits
Learning Theory
CL Designer
phenomena
Are the learners
doing such interaction?
Will the learners
get such benefits?
Does the group
realize the situation?
Learning Group
monitor
I
-
goal
Y<=I
-
goal
W
-
goal
Learning Goal Ontology
The Classification of Learning Goals
G:I
-
Personal goal
-
What a learner (
I
)
acquires
G:Y<=I
-
Personal goal
-
Why a learner (
I
) interacts with another learner (
Y
ou)
to attain his/her
I
-
goal
G:W
-
Common goal as a
W
hole group
-
The situation setting up to attain
Y<=I
-
goals
La
Lb
Lc
G:I(Lc)
G:I(Lb)
G:I(La)
G:W(La,Lb)
G:W(La,Lb,Lc)
G:Y(La)<=I(Lb)
G:Y(Lb)<=I(La)
Learning Goal Ontology
I
-
goal,
Y<=I
-
goal,
W
-
goal
I
-
goals
Acquisition of Content
-
Specific Knowledge
Development of Cognitive Skills
Development of Meta
-
cognitive Skills
Development of Skills for Self
-
Expression
–
Accretion
–
Tuning
–
Restructuring
»
Modes of Learning, Rumelhart & Norman (1978)
–
Cognitive stage
–
Associative stage
–
Autonomous stage
»
Acquisition of Cognitive Skill, Anderson (1982), Fitts (1964)
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
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
Primary Focus & Secondary Focus
in 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.
Conceptual Structure of a
W
-
goal
?x=?a=?d
?y=?b=?c
W
-
goal
Role
?y
Secondary Focus (S)
Role
?x
Primary Focus (P)
Y<=I
-
goal
S <= P
-
goal
Y<=I
-
goal
P <= S
-
goal
p/o
p/o
p/o
p/o
I
-
goal
Behavior
Behavior
?b
?a
I
G: I(I)
You
p/o
p/o
p/o
I
-
goal
Behavior
Behavior
?d
?c
I
G: I(I)
You
p/o
p/o
p/o
Conceptual Structure of a
W
-
goal
Role
Role
Primary Focus
(P)
Secondary
Focus (S)
S<=P
-
goal
P<=S
-
goal
W
-
goal
Behavior
Behavior
Y<=I
-
goal
I
-
goal
Behavior
Behavior
Y<=I
-
goal
I
-
goal
You
I
You
I
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
Peer Tutoring
(M
-
P
×
S
-
S)
PeerTutoring
PeerTutor
?x
Primary Focus
PeerTutee
?y
Secondary Focus
S<=P
-
goal
P<=S
-
goal
L by Teaching
L by being Taught
?x=?a=?d
?y=?b=?c
Tutoring
?d
?c
PeerTutee
G: I(PeerTutee)
PeerTutor
-
Content
-
specific
knowledge
(Accretion)
*
?a
?b
PeerTutee
G: I(PeerTutor)
PeerTutor
Tutoring
-
Content
-
specific
knowledge
(Tuning)
*
*
Passive Learning
Passive Learning
An Example of Usage of
Our Ontology
Opportunistic Group Formation
C
L
a
p
p
r
e
n
t
i
c
e
m
a
s
t
e
r
o
b
s
e
r
v
e
r
o
b
s
e
r
v
e
r
agent
learner
Individual Learning Mode
Collaborative Learning Mode
Opportunistic Group Formation
An Example of
Forming Collaborative Learning Groups
Learner
L
a
:
Development of
Meta
-
cognitive Skills
Self
-
monitoring + Self
-
evaluation + Self
-
regulation
LPP
Sociocultural
Theory
Cognitive
Apprenticeship
Distributed
Cognition
Cognitive
Constructivism
Cognitive stg.
Associative stg.
Autonomous stg.
(Associative stg.)
An Example of Group Formation: LPP
La
Lb
Lc
G:I(La)=Development of
(Meta)cognitive skills (Assoc. st.)
G:I(Lb)=Development of (Meta)cognitive skills (Autonomous st.)
G:I(Lc)=Development of (Meta)cognitive skills (Autonomous st.)
Peripheral Part.
(Problem
-
solving)
Full Part.
(Problem
-
solving)
Full Part.
(Problem
-
solving)
G:Y({Lb,Lc})<=I(La)=L by Practice
G:Y(Lb)<=I(Lc)=
G:Y(Lc)<=I(Lb)=
L by Discussion
G:W(La,{Lb,Lc})=LPP
G:W(Lb,Lc)=
Cognitive Constructivism
Lb
Lc
Lb
Lc
Lb
Lc
Lb
Lc
Lb
Lc
La
La
La
Ld
Observer
(Observing)
G:I(Ld)=Development of Metacognitive skills (Cog. st.)
G:W(Ld,{La,Lf})=
Observational Learning
An Example of Group Formation:
Sociocultural Theory
Lf
La
G:I(La)=Development of
Metacognitive skills
(Assoc. st.)
G:I(Lf)=Development of
Cognitive skills
(Assoc. st.)
Client
(Presenting)
G:Y(Lf)<=I(La)=
L by Reflection
G:W(La,Lf)=
Sociocultural T.
Diagnoser
(Advising)
G:Y(La)<=I(Lf)=
L by Diagnosing
G:Y({La,Lf})<=I(Ld)=L by Observing
Conclusion
Collaborative Learning
Ontology
–
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
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
http://www.ai.sanken.osaka
-
u.ac.jp/~inaba/LGOntology
/
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