1. Recognizing Opportunities for Mixed-Initiative Interactions based on the Principles of Self-Regulated Learning
Jurika Shakya, Samir Menon, Liam Doherty, Mayo Jordanov, Vive Kumar
November 6, 2005
Simon Fraser University
AAAI-2005 Fall Symposia, Arlington, Virginia

2. Outline Motivation Self Regulatory Learning Theory Example
MI-EDNA Architecture
Future Direction
Outline

3. Learner that can use help in self regulating their learning
Motivation
Learner that can use help in self regulating their learning
Top Performers
Learning is viewed as an activity that students do for themselves in a proactive way rather than as a covert event that happens to them in reaction to teaching
The top performers are associated with self-regulatory capabilities.
Learners in the opposite end of the bell curve, could improve with some help in their learning style.
The goal of helping the learners learn with SRL theory-centric help can be best achieved through mixed-initiative approach.
Motivation

4. Self-Regulatory Learning Theory
SRL is a theory that concerns how learners develop learning skills and how they develop expertise in using learning skills effectively.
SRL theories
Zimmerman’s 3 phase model
Forethought Phase
Performance Phase
Self-reflection Phase
Winne’s 4 state model
Knowledge
Goals
Tactics and Strategies
Product
SRL

5. Self-Regulatory Learning Theory
Phases and Subprocesses of Self-Regulation. From B.J. Zimmerman and M. Campillo (in press), “Motivating Self-Regulated Problem
Solvers.” In J.E. Davidson and Robert Sternberg (Eds.), The Nature of Problem Solving. New York: Cambridge University Press
SRL

6. SRL guidance
Interactions
MI-EDNA
Example

7. MI-EDNA System Architecture
MI-EDNA Architecture

8. Recognition of Initiative Opportunities
passively observes learner interactions
Instantiating the interactions into the CILT ontology
recognizes opportunities for initiatives
Tracking interactions into learning tasks
Mapping the learning tasks into tactics and strategies
Inferring the activities involved in the SRL phases from the tactics and strategies.
actively initiates interactions
Based on the SRL principles
Based on the scaffolding/Fading principles
Recognize MI

9. Recognize Opportunities

10. Actively Initiates Dissemination Categories Content Scaffolds
are based on the content that the learner is currently interacting within a session.
Process Scaffolds
guide the learner to monitor his/her learning processes.
Learner Knowledge Scaffolds
are based on the subject knowledge of the learner as modeled by the system.
Normative Scaffolds
place their emphasis on the norms established by other learners in group-study or class-room settings. The feedback offered here is expected to help a learner learn by emulating the tactics of others.
Context Scaffolds
system provides relevant information when it is aware of the information required by a learner in response to his/her interactions.
Outline

11. Future work
Some of the mixed-initiative aspects of this research is to
Explore the suitable interfaces required for mixed-initiative aspect of MI-EDNA
An evaluation of the influence of mixed-initiative interactions and interfaces
Explanation-aware SRL modelling and scaffolding/fading techniques
The effects of MI approach SRL help on the learner
Deploying the MI-EDNA system on various other domains.
Outline

12. THANK YOU Questions ? MI3 Team, SFU LearningKit project (SSHRC-INE)
(Liam Doherty, Mayo Jordanov, Sam Menon, Shilpi Rao, David Brokenshire, Pat Lougheed, Vive Kumar)
This research was funded by
LearningKit project (SSHRC-INE)
LORNET project (NSERC)