PROCCESS OF DEFINITION OF LEARNERS STEREOTYPES TO INTELLIGENT TUTOR SYSTEM BASED ON STRUCTURAL COMMUNICATION EXERCISES

Robinson Vida Noronha, Clovis Torres Fernandes

2009

Abstract

The subject of this paper is the forgotten instructional technique called Structural Communication and how learners stereotypes could be defined to a generic Intelligent Tutor System based on Structural Communication Exercise. This instructional technique stemmed from teacher’s practice of analysing a learner’s problem solution to an ill-structured problem. The solution described in this paper is based on some ideas of convergent and divergent cognitive learner styles. These cognitive learner styles were used to define a set of twelve basic learner stereotypes. These ideas of learners stereotypes stemmed from the observation of how learners could employ some domain’s concepts or ideas in a convergence and divergence way to solve a set of ill-structured problems. This set of learner’s stereotypes is represented by three independent dimensions or layers and define a Learner Model of a generic ITS based on Structural Exercise.

References

  1. Arruarte, A., Ferrero, B., Fernándes-Castro, I., Urretavizcaya, M., Álvares, A. Greer, J., 2003. The IRIS Authoring Tool. Authoring Tools for Advanced Technology Learning Environments - Toward costeffective adaptive, interactive and intelligent educational software. Edited by Tom Murray, Stephen Blessing and Shaaron Ainsworth. Kluwer Academic Publishers, p. 233-267.
  2. Bahar, M., 1999. Investigations of Biology Students Cognitive Structure Through Word Association Tests, Mind Maps and Structural Communication Grids. Doctoral Thesis. Center of Science Education, Faculty of Science, University of Glasgow.
  3. Egan, K., 1976. Structural Communication. Fearon Publishers, Inc.
  4. Felder, R., M., Silverman, L., K., 1988. Learning and TeachingStyles. Engineering Education, p. 674-681.
  5. Hannafin, M., Lan, S., Oliver K., 1999. Open Learning Environments, Methods and Models.InstructionalDesign Theories and Models - A new Paradigm of Instrucional Theory,Lawrence Erlbaum Associates,Charles M. Reigeluth,vol II, pp. 115-140.
  6. Heffernan, N., T., Koedinger, K. R., 2002. An Inteligent Tutoring System Incorporating a Model of an Experienced Human Tutor. Proceedings of 6th International Conference, ITS 2002, France ans San Sebastian, Spain, June 2002. pp. 596-608.
  7. Jonassen, D., H., 1997. Instructional Design Models fo Well-Structured and Ill-Structured Problem Solving Learning Outcomes. Educational Technology: Research and Development (ETRD), v.45, n. 1, pp. 65-94.
  8. Murray, T., 2003. An Overview of Intelligent Tutoring System Authoring Tools: Updated Analysis of the State of the Art. Authoring Tools for Advanced Technology Learning Environments - Toward costeffective adaptive, interactive and intelligent educational software. Edited by Tom Murray, Stephen Blessing and Shaaron Ainsworth. Kluwer Academic Publishers, p. 491-544. ISBN:1-4020-1772-3.
  9. Milik, N., Mitrovic, A., Grimley, M., 2008. Investigating the Relationship between Spatial Ability and Feedback Style in ITS. Proceedings of 9th International Conference, ITS 2008, LNCS 5091, Montreal, Canada, June 2008, Springer-Verlag, B. Woolf et al (Eds), p. 281-290.
  10. Noronha, R. V., 2005. Authoring Ideas for Developing Structural Communication Exercises. YRT Paper. Proceedings of 12th International Conference on Artificial Intelligence in Education - AIED 2005. july 18 to 22, 2005. Amsterdam, Netherlands.
  11. Noronha, R., V., 2007. Conceitos e Modelos de Execução de Exercícios de Comunicação Estrutural. Doctoral Thesis. Technological Instituto of Aeronautics - SP, Brazil.
  12. Novak, J. D., 1998. Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. Lawrence Erlbaum Associates, Publishers.
  13. Parvez, S., M., Blank, G., D., 2008. Individualizing Tutoring with Learning Style Based Feedback. Proceedings of 9th International Conference, ITS 2008, LNCS 5091, Montreal, Canada, June 2008, SpringerVerlag, B. Woolf et al (Eds), p. 291-301.
Download


Paper Citation


in Harvard Style

Vida Noronha R. and Torres Fernandes C. (2009). PROCCESS OF DEFINITION OF LEARNERS STEREOTYPES TO INTELLIGENT TUTOR SYSTEM BASED ON STRUCTURAL COMMUNICATION EXERCISES . In Proceedings of the First International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-8111-82-1, pages 272-277. DOI: 10.5220/0001978502720277


in Bibtex Style

@conference{csedu09,
author={Robinson Vida Noronha and Clovis Torres Fernandes},
title={PROCCESS OF DEFINITION OF LEARNERS STEREOTYPES TO INTELLIGENT TUTOR SYSTEM BASED ON STRUCTURAL COMMUNICATION EXERCISES},
booktitle={Proceedings of the First International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2009},
pages={272-277},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0001978502720277},
isbn={978-989-8111-82-1},
}


in EndNote Style

TY - CONF
JO - Proceedings of the First International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - PROCCESS OF DEFINITION OF LEARNERS STEREOTYPES TO INTELLIGENT TUTOR SYSTEM BASED ON STRUCTURAL COMMUNICATION EXERCISES
SN - 978-989-8111-82-1
AU - Vida Noronha R.
AU - Torres Fernandes C.
PY - 2009
SP - 272
EP - 277
DO - 10.5220/0001978502720277