1. Bremen 22. 04. 2004 Interactive learning tasks and their technical requirements to multimedia learning systems Sebastian Rudolph & Hermann Körndle TU Dresden

2. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de Outline  Part I – learning tasks  definition and purposes  design principles  Part II – increase interactivity  on the importance of appropriate feedback  evaluating free answers via Conceptual Graphs

3. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de Definition An interactive learning task fosters knowledge acquisition and consolidation by  focussing the user‘s attention to central contents,  invoking, guiding, and enforcing a learning activity in the user,  in case of difficulties, providing appropriate help that enables the user to continue solving the task. It can be integrated into all phases of the learning process.

4. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de Integration of tasks into the learning process Preparation EvaluationExecution Tasks  make requirements transparent  activate previous knowledge  guide attention  learning and practicing  apply strategies  use processing hints  check learning success  scrutinize strategies

5. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de Construction decisions for complex interactive learning tasks  content  specification of the topic  content structure  operations  specification of the cognitive operations to perform  specification of the solution path  form  presentation component  reactive component  interaction channels  interaction  design of the interaction processes and feedback algorithms  specification of additional information

6. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de Elaborated feedback: an example  field-tested task set for the advanced qualification in Latin  empiric error analyses  Example

7. wrong right task with same source of error task with new source of error right task with specific source of error 2 nd correction attempt 1 st correction attempt repeat right solution path right wrong right wrong III. knowledge of correct response (KCR) und knowledge on how to proceed (KH) colored indication of error position juxtaposition of correct vs. wrong result acoustic presentation of the correct solution procedure II. KR & knowledge about mistake (KM) colored indication of error position in case of systematic error: hint wrt. solution strategy otherwise: hint by presenting worked-out example I. knowledge of response (KR) repeat right solution path

8. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de Complex tasks  combining „task primitives“, multimedial presentations and simulation environments enhances mental integration of the content  tasks referring to precisely defined and conceptually ordered terms could benefit from the application of ontologies  Example

9. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de How to increase interactivity even further?  until now: tasks with restricted answer formats  advantage: automatic evaluation is easy  disadvantage: by presenting choices, solving by recognition is enabled  disadvantage: the answer‘s structure is prescribed  desirable: introduction of tasks with free answers  advantage: higher requirements to the student, who has to structure the answer him-/herself  disadvantage: automatic evaluation problematic

10. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de What about Conceptual Graphs?  invented by John F. Sowa based on Ideas of Charles S. Peirce. [J. Sowa: Conceptual Structures: Information Processing in Mind and Machine. Addison-Wesley, 1983]  purpose: semantically oriented storage, representation and processing of knowledge  aim: kind of representation being equally interpretable and processable by humans and computers  similarities to semantic networks in cognition psychology

11. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de Basic example „Sebastian works on conceptual graphs in the TOOLKIT project.“ person: workOntopic: Agnt Thm Inst project: conceptual relations directed arcs, consisting of and (optional) concept typereferent composed from: concepts SebastianConceptualGraphs Toolkit

12. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de person: workOntopic: Agnt Thm Inst project: conceptual relations directed arcs, consisting of and (optional) concept typereferent composed from concepts SebastianConceptualGraphs Toolkit „Sebastian works on conceptual graphs in the TOOLKIT project.“ Basic example

13. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de person: workOntopic: Agnt Thm Inst project: conceptual relations directed arcs, consisting of and (optional) concept typereferent composed from: concepts SebastianConceptualGraphs Toolkit „Sebastian works on conceptual graphs in the TOOLKIT project.“ Basic example

14. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de person: workOntopic: Agnt Thm Inst project: conceptual relations directed arcs, consisting of and (optional) concept typereferent composed from: concepts SebastianConceptualGraphs Toolkit „Sebastian works on conceptual graphs in the TOOLKIT project.“ Basic example

15. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de person: workOntopic: Agnt Thm Inst project: conceptual relations directed arcs, consisting of and (optional) concept typereferent composed from: concepts SebastianConceptualGraphs Toolkit „Sebastian works on conceptual graphs in the TOOLKIT project.“ Basic example

16. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de Complex example „Tom believes Mary wants to marry a sailor. “

17. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de Sketch: How to handle results of tasks with free answers (1/2) Reaktionspartner entziehen Wer/Was Wem/WasWen/Was Oxidationsmittel Elektronen

18. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de Reaktionspartner entziehen Wer/Was Wem/WasWen/Was Oxidationsmittel Elektronen input graph wegnehmen Wer/Was Wen/Was Oxidationsmittel Elektronen collection of answersconceptual hierarchy Sketch: How to handle results of tasks with free answers (2/2)

19. © Psychologie des Lehrens und Lernens – TU Dresden – http://studierplatz2000.tu-dresden.de