Bill Janvier Liverpool John Moores University [e-mail]

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Bill JanvierLiverpool John Moores
Universitycmswjanv_at_livjm.ac.uk
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Research Vision

• "A virtual university should be, to the learner,
  a distance learning environment that is capable
  of being transmitted via the world wide web by an
  intelligent tool that is intuitive to use, a
  simulation of the real-world learning experience
  and, at all stages, interacts with the learner's
  changing profile".

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Research Hypothesis

• Matching language patterns in an Intelligent
  Distance Learning Tool/Intelligent Tutoring
  System will enhance Human Computer
  Interaction/Interface communication thereby
  enhancing remembering - the storing of and recall
  of instances to and from the learner's memory.

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WISDeM

• Web
• Intelligent
• Student
• Distance education
• Model

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Presentation Topics

• WISDeM the Base Camp
• Learner Profile
• Communication Preference (CP)
• Neuro-Linguistic Programming
• Language Patterns/Eye gaze
• Learning Styles (LS)
• WISDeM
• Architecture
• Using CP-LS
• Senario
• Conclusion

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WISDeM
I HAVE A DREAM
Web Intelligent Student Distance-education Model
Multi-modality
Linking toSpecialised ITS
Animated Avatar
External knowledgeHypertext searching
QA syntax change
BASE CAMPInitial Focus
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BASE CAMP Initial Focus

• Developing a new methodology to enable the
  construction of a Distance Learning Tool
  incorporating Artificial Intelligence, HCI
  principles and Inter-Communication using Learner
  Communication Preference, Neuro-Linguistic
  Programming Language Patterns, and Learning
  Styles.

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BASE CAMP Initial Focus

• Research indicates that
• Creating a Learners Profile from his/her
• Learning Styles and
• Communication Preference
• Automatic mapping to Teaching Styles
• Providing timely motivational input following
  testing the quality of his/her learning
• is beneficial in inter-personal communication.

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BASE CAMP Conceptual Ideas

• Learner Profiling at inception
• Communication preference
• NLP language patterns
• Learning styles
• Motivational requirements of timely relevant
  incentive rewards.
• Distance Learning Tools
• Intelligent Tutoring Systems

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Learner Profile - Communication Preference
Sensual Memory
NLP
LP
60 Iconic
Visual
SEE
30 Echoic
Auditory
HEAR
10 Haptic
Kinesthetic(tactile-haptic instances)
FEEL(emotional)
NLP Neuro-Linguistic Programming LP
Language Patterns
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Learner Profile - Communication Preference
NLP Language Patterns
see
Iconic.60
hear
Echoic30
feel
Haptic.10
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Learner Profile Language Patterns
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Learner Profile VARK (Neil Fleming 1987)

• Learning Style Preferences
• Visual oriented students
• Learn via their eyes, in charts, graphs, flow
  charts, and symbolic representation
• Auditory oriented students
• Learn via their ears
• Read/Write oriented students
• Learn via the written/printed word
• Kinesthetic oriented students
• Learn by doing simulated or real
• Multi-modality
• Learn by multi-sensory input

Learners Learning Style Preference is firmly
established before joiningHigher Education and
may be not be interpreted correctly by tutors.
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Learner Profile Learning Styles
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Learner Profile Myers-Briggs (1948)

• Type Indicator Preference Types

Interpersonal Communication Extroversion Introversion
InformationProcessing Sensing Intuition
InformationEvaluation Thinking Feeling
Decision Style Judgement Perception
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Learner Profile Maslow (1954)

• Hierarchy of needs - motivation

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WISDeM - Architecture
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Tool Development - Architecture
Student
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WISDeM Using CP-LS
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Tool Development

• Learner Profile Communication
• Testing understanding
• Multi-choice Questions answers
• Learner Communication preference mapped
• Any Neutral none Iconic/Echoic/Kinaesthetic
• Iconic Iconic construction see
• Echoic Echoic construction hear
• Haptic Kinaesthetic construction .. feel

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Tool Development

• Learner Profile Learning Styles

Myers-Briggs
Type Indicator
Extrovert
Thinker
Perceiver
Sensing
Intuition
Judger
Feeler
Introvert
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Tool Development

• Learner style maps to Teaching style - examples
• Extrovert
• Provide action-orientated learning activities
• Introvert
• Allow time to contemplate before taking action
• Sensing
• Provide sample solutions with one best answer
• Intuition
• Use open-ended essay or design problems
• Larkin-Hein and D.Budny 2000

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Tool Development

• Learner style maps to Teaching style - examples
• Thinker
• Use constructive comments/critique
• Feeler
• Flag comments/critique as not personal
• Judger
• Provide results feedback
• Perceiver
• Provide good process information
• Larkin-Hein and D.Budny 2000

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Tool Development

• AI-HCI mapping motivation
• Question/Answer is mapped to
• Learner Communication/Learning Style
• Lowest Competence level
• Tutorial / Topic
• Learner Profile dynamic update
• Know Know partially Do not know
• Motivational Feedback
• Used at the relevant time subject to Learner
  Profile

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WISDeM - Scenario
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ITS REDEEM (1995)

• AI constraint based, Tutoring Strategies
• 3 main pieces of software
• Courseware catalogues
• Authoring Tools
• Course Description Tool
• Student categorization tool
• Intelligent Tutoring System Shell
• Sophisticated rule-based instructional strategy
• Authoring agenda tracking facility

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ITS REDEEM (1995)

• Murray in 1999 reported that
• REDEEM comes the closest to a system that one
  could imagine practicing school teachers using to
  build intelligent tutors.
• When and How to give explanations, summaries,
  examples and analogies
• What type of hinting and feedback to give
• What type of questions and exercises to offer the
  student.

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ITS REDEEM (1995)
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Conclusion
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ITS Adele (2000)
Avatar
Eye accessing cues
Right looking upvisual conceptualisation
Left looking upvisual remembering
Right looking aheadauditory conceptualisation
Left looking aheadauditory remembering
Left looking downkinaesthetic emotional
feelings
Right looking down talking to oneself
Right eye dominant
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ITS SQLT-Web with SmartEgg

• Animated Avatar (1996/2000)
• Constraint-Based Model
• pedagogical model - student model
• 406 constraints in the system
• Structure resemble RETE networks
• GUI has 2 parts
• SQLT-Web page
• SmartEgg (animated avatar pedagogical agent Java
  applet) provides feedback, information, help and
  motivational rewards

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Evaluation

• Evaluation will be designed to test the
  hypothesis that

Using the learners own communication
and learning style enhances the learners ability
to learn.
This will require the setting up of the
necessarycontrol and test groups using Questions
Answersthat can be seamlessly introduced.
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Remember Brer Rabbit and the Tar Baby
The Turin Tar Pit
Everything is possible butnothing of
interest is easy
Thanks for listening