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Ein Tutoring Prozess Modell für fallbasierte Intelligente Tutoring Systeme /
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Zugl.: Rostock, Univ., Diss., 2003.
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... Die Trainingsfälle wurden mit dem Autoren-und Ablaufsystem CaseTrain [4] erstellt. Basierend auf Erfahrungen mit den Vorgängersystemen D3Trainer [13] und d3web.Train [5] sowie mit Casus [2], Campus [8], [3], Docs and Drugs [9], und anderen wurde in CaseTrain besonderer Wert auf eine einfache Autorenoberfläche, die Dozenten ohne spezielle Einarbeitung verstehen, und eine intuitiv bedienbare Ablaufoberfläche für die Studierenden gelegt (vgl. [15]). ...
... The training cases were created with the authoring system CaseTrain [4]. Based on experience with the previous systems D3Trainer [13] and d3web.Train [5] as well as Casus [2] Campus [8], [3], Docs and Drugs [9] and others, special emphasis was put on a simple case editor component, which teachers could understand without special training, and an intuitive end user interface for the students (see [15]). For authoring a case the word processing system WORD is used, in which the cases are entered in a table structure and then uploaded, parsed, reviewed and approved via a web application (CaseTrain Manager), making them accessible for the Moodle-based Wuerzburg learning platform Wue¬Campus. ...
Introduction: Medical training cases (virtual patients) are in widespread use for student education. Most publications report about development and experiences in one course with training cases. In this paper we compare the acceptance of different training case courses with different usages deployed as supplement to lectures of the medical faculty of Wuerzburg university during a period of three semesters. Methods: The training cases were developed with the authoring tool CaseTrain and are available for students via the Moodle-based eLearning platform WueCampus at Wuerzburg university. Various data about usage and acceptance is automatically collected. Results: From WS (winter semester) 08/09 till WS 09/10 19 courses with about 200 cases were available. In each semester, about 550 different medical students from Würzburg and 50 students from other universities processed about 12000 training cases and filled in about 2000 evaluation forms. In different courses, the usage varied between less than 50 and more than 5000 processed cases. Discussion: Although students demand training cases as supplement to all lectures, the data show that the usage does not primarily depend on the quality of the available training cases. Instead, the training cases of nearly all case collections were processed extremely often shortly before the examination. It shows that the degree of usage depends primarily on the perceived relevance of the training cases for the examination."
... There are sophisticated models for adaptive ITS. [10] They however are tailored for e-learning systems with a comparatively low interaction frequency. The key contribution of this part of the thesis will be an adaptation of these models to the high-resolution systems that current games represent. ...
Current Game-based Learning (GBL) applications often lack features that have been commonplace in conventional e-learning. One of these is the ability to provide players with a personalised experience. The author's dissertation aims at further establishing adaptivity in GBL as a practical feature through three contributions: An adaptive educational game that fulfills key demands for GBL; an architecture that adapts at runtime according to authored references; and a controlled trial to evaluate effects of adaptivity in a statistically sound way.
This chapter aims to present strategies for teaching peace in religious classes and thereby contributing to overcoming violence. Regional and international conflicts, and the use of religion to fanaticize people, make today’s social and political life complicated. Radicalized views rather than the values accepted by a universal religious ethos have brought many youths to violence in the name of God. This situation gives greater significance to the work being produced in classrooms. This chapter will explore the relationship between historical thinking and religious education and discover how far the educational system promotes coexistence, tolerance, and understanding. It will try to answer questions including: What is the orientation of religious education in divided societies like Cyprus? Is this national or confessional? How is peace being presented in textbooks? Has the historical narrative in Cyprus been shaped by the existence of Turkish otherness? How far is religious education able to find a creative new form of coexistence in countries with heterogeneous populations espousing different values? Which new models of teaching should be introduced?KeywordsPeace education/CyprusCyprus conflictReligion in textbooksChristian-Muslim relations-Cyprus
This paper develops a structured approach towards blended learning. The current state of the art in using this term is ambiguous. It is unclear whether or not something can be perceived to be 'blended learning' or not. In the current way of using this term, the term itself it obsolete. The missing point is a clear definition of what exactly the 'blend' is. In many cases, blended learning is used to describe scenarios where traditional classroom education is enriched with technology, aka. Elearning. However, this is not enough to grasp the deeper meaning of blended learning. Thus, in the paper we will develop a general model of blended learning, which is based on a dialectic approach, and which shall help to structure the field. Examples support our approach.
In game-based learning and in teaching using virtual worlds, designers creating the products and teachers providing them to students are both faced with a dualism between instruction and construction. Openended virtual worlds may provide authentic settings and inspire experimentation; on the other hand a lack of guidance may result in learners losing direction. The chapter conducts a narrative review of concepts across disciplines that describe the dilemma and imply certain instructional design strategies. Many authors advocate constructivist learning, but with instructional elements added. The authors collect their recommendations and apply and refine them in their own ideas: adaptivity inspired by Cognitive Apprenticeship, guidance on the basis of Cognitive Task Analysis, and immersive, interactive quest journals. Study setups and first results from ongoing projects illustrate the theoretical considerations.
In this chapter, an approach to support the development of ITS based on patterns and pattern catalogues is described. Patterns are means to facilitate inter-project communication. As such, they provide for a clear terminology in an application domain. They support the development process itself by encapsulating information at different levels (e.g. using underlying concepts and tools, adding and integrating new concepts and tools, and fundamentally changing the structure of an existing piece of software). The approach described in this chapter shows two examples of how a catalogue of patterns collected from existing ITS architectures can be used and re-used in different settings. Those settings span the field of plugin frameworks for ITS (i.e. JaBInT), a concrete "proof of concept" ITS (i.e. ChemNom and CoChemEx) using a collaboration script approach.
In this paper we describe an approach to model activities for educational role playing games based on a cognitive task analysis. After developing an architecture for educational role playing games, including patterns of communication, we analyzed several games to find out, why it is so difficult to seamlessly integrate gaming and learning. Our analysis of activities in commercial RPGs showed us that activities like crafting are underdeveloped and play a minor role in game design (in contrast for example to combat). We have been able to show that crafting can be mapped to inquiry learning, so this might be a point of integrating learning and gaming. On this basis of results, we used cognitive task analysis to analyze the tasks to perform in classical crafting activities. We describe our approach with one example, the preparation of a recipe, in this paper.
In this paper we show our approach to make two steps towards integration of modeling and simulation and intelligent tutoring for game-based learning environments. The first step is to construct a framework for developing game-based (and also non-game-based) learning systems, which is based on fundamentals of Intelligent Tutoring System construction and on a full-fledged simulation system (JAMES II), and which allows component-based design and re-usage of existing components. The second step is to develop modeling and simulation-based learning games which seamlessly integrate game and play (immersive didactics). We show the viability of our approach in two case studies - a racing game that can be used to learn geographical facts, and a game about marine science in which school students learn about the interrelations of an ecosystem.
Human one-to-one tutoring has been shown to be a very effective form of instruction. Three contrasting hypotheses, a tutor-centered one, a student-centered one, and an interactive one could all potentially explain the effectiveness of tutoring. To test these hypotheses, analyses focused not only on the effectiveness of the tutors' moves, but also on the effectiveness of the students' construction on learning, as well as their interaction. The interaction hypothesis is further tested in the second study by manipulating the kind of tutoring tactics tutors were permitted to use. In order to promote a more interactive style of dialogue, rather than a didactic style, tutors were suppressed from giving explanations and feedback. Instead, tutors were encouraged to prompt the students. Surprisingly, students learned just as effectively even when tutors were suppressed from giving explanations and feedback. Their learning in the interactive style of tutoring is attributed to construction from deeper and a greater amount of scaffolding episodes, as well as their greater effort to take control of their own learning by reading more. What they learned from reading was limited, however, by their reading abilities.
A multitude of adaptive computer-based training systems have been implemented in the last years. Whereas several aspects of these systems necessarily are dependent on the application domain, including the learning style and the system type, some other parts of the systems are very similar: usually they require an execution component, which steers and controls the interaction between the learner and the underlying data of the application domain, e.g. databases. For reusing purposes we have developed a highly flexible and adaptable domain independent execution system that allows the realization of different learning strategies in a web-based scenario. In addition to steering the interaction between learner and data, the execution system is enriched with model checking facilities. They provide a verification mechanism for learning material and thus can be used to support the authors. The described system is integrated into the web-and case-based project " Docs 'N Drugs " .
Dieser Lehrbuch-Klassiker der Differenziellen Psychologie und Persönlichkeitspsychologie bietet alles, was Studierende und Lehrende für das Studium benötigen: Das gesamte Prüfungswissen anschaulich und lernfreundlich aufbereitet, vielfältige Online-Zusatzmaterialien auf www.lehrbuch-psychologie.de zum Lernen und Lehren und praxisnahe Bezüge zum Alltagsleben, Gesellschaft und Berufswelt. – Wer ist ein guter Partner? Wie wird interkulturelles Training gestaltet? Wie geht man mit schüchternen Kindern um? Was ist soziale Kompetenz? – Alles, was den Menschen ausmacht, finden Sie in diesem Buch!
Der Inhalt
• Sechs Paradigmen der Persönlichkeitspsychologie
• Methodik der Persönlichkeitsforschung
• Zentrale Persönlichkeitsbereiche und ihre Störungen
• Umwelt- und Beziehungsaspekte
• Entwicklung der Persönlichkeit
• Geschlechtsunterschiede
• Kulturvergleichende Persönlichkeitspsychologie
Die Autoren
Franz J. Neyer ist Professor für Persönlichkeitspsychologie und Psychologische Diagnostik an der Friedrich-Schiller-Universität Jena. Jens B. Asendorpf ist Professor i. R. für Persönlichkeitspsychologie an der Humboldt-Universität zu Berlin.
This paper describes a generative theory of bugs. It claims that all bugs of a procedural skill can be derived by a highly constrained form of problem solving acting on incomplete procedures. These procedures are characterized by formal deletion operations that model incomplete learning and forgetting. The problem solver and the deletion operator have been constrained to make it impossible to derive “star‐bugs”—algorithms that are so absurd that expert diagnosticians agree that the alogorithm will never be observed as a bug. Hence, the theory not only generates the observed bugs, it fails to generate star‐bugs. The theory has been tested on an extensive data base of bugs for multidigit subtraction that was collected with the aid of the diagnostic systems buggy and debuggy. In addition to predicting bug occurrence, by adoption of additional hypotheses, the theory also makes predictions about the frequency and stability of bugs, as well as the occurrence of certain latencies in processing time during testing. Arguments are given that the theory can be applied to domains other than subtraction and that it can be extended to provide a theory of procedural learning that accounts for bug acquisition. Lastly, particular care has been taken to make the theory principled so that it can not be tailored to fit any possible data.
Developing the ITS "Docs 'n Drugs", we have compared a lot of ITS. We have realized, that in most systems reasoning about the learner's progress is only possible at static checkpoints. However, it makes also sense to reason about the learner's chosen sequence of steps. For this purpose we have integrated a planner in an existing tutoring process component of the ITS. Based on a comparison between partial plans and the learner's sequence of steps, an evaluation of the learner's choice is possible. Moreover, the system's help function can become proactive and can be adapted to the learner's current state of knowledge.