COSC 4126 learning - D Goforth Automation of learning learning machines

COSC 4126 learning - D Goforth Pavlov – 1904 doing digestion experiments on dogs  dogs salivated on seeing/smelling food  in lab, a bell rang just before dogs fed  dogs ‘conditioned’ to salivate when bell rang accidental discovery of learned response

COSC 4126 learning - D Goforth Automation begins  nineteenth century – public education large numbers of learners cost and number of teachers  many-to-one  efficient  “scientification” of psychology from ‘mental muscle’ to research of phenomena:  memory and perception

COSC 4126 learning - D Goforth Edward Thorndike  “If, by a miracle of mechanical ingenuity, a book could be so arranged that only to him who had done what was directed on page one would page two become visible, and so on, much that now requires personal instruction could be managed by print.” Thorndike, E.L. (1912). Education: A first book. New York: The MacMillan Company  is this game levels?

COSC 4126 learning - D Goforth Edward Thorndike three conditions that maximized learning  Law of effect: stated the likely recurrence of a response is generally governed by its consequence or effect, generally in the form of reward or punishment.  Law of recency: the most recent response is likely to govern the recurrence.  Law of exercise: stimulus-response associations are strengthened through repetition.

COSC 4126 learning - D Goforth Claimed advantages of automation  restore one to one attention immediate feedback individualized pace of progress  improve quality have ‘best’ teachers prepare machine materials

COSC 4126 learning - D Goforth Machine based learning  Sidney Pressey  automated testing machine for memory research multiple choice questions subject presses buttons for choices machine tallies results  revised machine for learning (~Thorndike) machine advances with right answer only learner tries again if wrong

COSC 4126 learning - D Goforth B.F. Skinner -behaviourism Psychologist B. F. Skinner believed it might be possible to teach arithmetic more efficiently using machines like those he devised for teaching animals. knob cannot be turned until answer is correct

COSC 4126 learning - D Goforth B.F. Skinner advanced version with trust While not all answers punched // repeat sequence While more frames // do all frames Show next frame and question Student enters answer Student covers answer with clear window Reveal correct answer If student answer correct student punches hole beside answer

COSC 4126 learning - D Goforth Programmed learning based on Skinner’s principles (similar to Thorndike)  content is broken into very small steps so new knowledge is ‘obvious’  repetition reinforces knowledge  learner is seldom wrong, always ‘rewarded’ (motivation)

COSC 4126 learning - D Goforth Example – frame 1 MANUFACTURE means to make or build. Chair factories manufacture chairs. Copy the word here: _ _ _ _ _ _ _ _ _ _ _ B.F. SKinner Teaching Machines. Science 128(3330),

COSC 4126 learning - D Goforth Example – frame 2 Part of the word is like part of the word FACTORY. Both parts come from an old word meaning make or build. M A N U _ _ _ _ U R E

COSC 4126 learning - D Goforth Example – frame 3 Part of the word is like part of the word MANUAL. Both parts come from an old word for hand. _ _ _ _ F A C T U R E

COSC 4126 learning - D Goforth Example – frame 4 The same letter goes in both places. M _ N U F _ C T U R E

COSC 4126 learning - D Goforth Example – frame 5 The same letter goes in both places. M A N _ F A C T _ R E

COSC 4126 learning - D Goforth Example – frame 6 Chair factories _ _ _ _ _ _ _ _ _ _ _ chairs.

COSC 4126 learning - D Goforth Non-linear versions of programmed learning  branch to different content based on answer to a question Norman Crowder The Arithmetic of Computers. Doubleday and Co. TUTORTEXT

COSC 4126 learning - D Goforth Computer-based programmed learning  use computer to evaluate answers determine question to present next  this form of CAI still exists today WebCT TLM  research goal – intelligent tutoring systems

COSC 4126 learning - D Goforth Intelligent tutoring systems learner content expert intelligent tutor repeat 1.tutor gets content from expert 2.tutor presents content to learner 3.tutor evaluates learner response 4.tutor updates model of learner 5.tutor plans next interaction model of learner

COSC 4126 learning - D Goforth Programmed learning psychological basis: behaviourism internal structure of brain/mind is unknowable study human behaviour as ‘black box’ study scientifically by controlling stimulus and studying response show learning as changed response to same stimulus

COSC 4126 learning - D Goforth Piaget and Cognitivism open the black box  make theoretical models of how mind works  strong interaction between computing and psychology mind as information processor input/perception, output/action short-term memory, long-term memory  artificial intelligence

COSC 4126 learning - D Goforth Cognitivism – learning principles  learner needs to experience, not just be told  learner constructs own ‘model’ of knowledge  learner learns when perception and model in long-term memory conflict

COSC 4126 learning - D Goforth Cognitivism – learning principles perception from senses model in memory conscious awareness agreement add to model disagreement revise model new model

COSC 4126 learning - D Goforth Cognitivism – implications for teaching and learning  learner control of sequence  active participation  increasingly complex microworlds (LOGO)  multiple points of view/representations  metacognition  simulations  tools  metaphors  reflection – thinking about thinking

COSC 4126 learning - D Goforth Cognitivism example naïve physics  teaching intuition of physics is hard even college students who can do the math have wrong intuitions ball spinning on a string cut the string; what’s the path? (a)(b)(c)

COSC 4126 learning - D Goforth White and Frederiksen Thinkertools  premise: ‘real world’ intuitions are too strong to overcome main problem is friction  interferes with understanding of force, motion, acceleration, momentum  hypothesis: build intuition with virtual experience ‘air puck’ world

COSC 4126 learning - D Goforth LOGO programming language  first-person view of motion forward, back, left, right with respect to current position and heading  personal motion as metaphor for programming  metacognition – think about thinking