3D Teaching and virtual collaboration
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Transcript of 3D Teaching and virtual collaboration
3 Dimensional Teaching: Evalua4on For Next Genera4on
May Abou Zahra - Université Acadia [email protected]
Moncef Bari -‐ University of Quebec in Montreal [email protected]
May Abou Zahra and Moncef Bari, 2010
The Net Genera4on
The ICT environment transformed teaching and learning experiences (Abrami, Phillip, 2005). Learners and teachers have their own personal laptop computer and other mobile tools such as iPods and PDAs. The Net Genera4on’s exposure to interac4ve media has prepared them for heterogeneous, distributed systems that characterize tomorrow’s learning organiza4ons, but they s4ll need to learn the processes of innova/on, crea/vity and collabora/on (Abrami Phillip (2007)). May Abou Zahra and Moncef Bari, 2010
May Abou Zahra and Moncef Bari, 2010
73%
74%
75%
76%
77%
78%
79%
Instant messaging Homework, tests
Series 1
Series 1
The Net Genera/on: U.S. (The Census Bureau, 2003) found that 75% of online teens use instant messaging, represen4ng close to 16 million youth.
75% = 16 million youth
Students may have difficulty while reading a text on screen.
May Abou Zahra and Moncef Bari, 2010
Sources of reading difficul4es for many readers can be:
• The physical strain of scrolling through the material and the eyestrain from the backlit monitor make long-‐term, concentrated reading of substan4al digital material a challenge. It's fascina+ng to watch the slow-‐mo+on replay of users' eye movements as they read and scan across a page. (Jakob Nielsen's Alertbox, April 17, 2006)
• Text coherence and cogni4ve tasks complexity may also
represent difficul4es for student
May Abou Zahra and Moncef Bari, 2010
They do not have skills and strategies to recognize these difficul4es and to come over.
Students do not read text on computer, even on laptop, users don’t read text thoroughly in a word-‐by-‐word manner (Jakob Nielsen, 2009)
Solu4on
• To automa4cally assess text reading difficul4es,
• and to help us beder understand the screen reading process,
• a computer system is being developed for university and High school level.
May Abou Zahra and Moncef Bari, 2010
May Abou Zahra and Moncef Bari, 2010
This system is based on intelligent agents
Agent intelligent
May Abou Zahra and Moncef Bari, 2010
An intelligent agent may be defined as an autonomous object, or en4ty, which observes and acts upon its environment; it directs its ac4vity towards achieving goals (Russell and Norvig, 2010). Intelligent agents interact with their environment.
The intelligent agent environment include: visuals aspect, video, audio and text using
a 3 dimensions teaching process.
• The 3 dimensions teaching process is a comprehension based on cogni4ve theories
• the construc4vism Piaget-‐the model of observa4on or modelling (Bandura, 1986) and model of treatment of informa4on (Fids and Posner, on 1969)).
May Abou Zahra and Moncef Bari, 2010
May Abou Zahra and Moncef Bari, 2010
3 D teaching learning process allow to build applica4on that can challenge prevailing biases and preconcep4ons about people’s
Text
Pictures Sounds
Videos
Learning material
Collecting information
A n a l y s i s
Interpretation
Learning process
Figure 1
May Abou Zahra and Moncef Bari, 2010
The intelligent agent may use knowledge to achieve specific goals. These kind of en44es
originated from research in ar4ficial intelligence and may be used when autonomous behavior is
needed.
May Abou Zahra and Moncef Bari, 2010
In our case, the agent-‐based system will mainly follow the goal of providing personalized assistance to students for evalua4ng their reading skills during screen reading process.
Secondarily, the tool will help us collect research data for enlarging our inves4ga4on of the screen reading process.
The main goal is reached by providing pedagogical agents with linguis4c approach and cogni4ve strategies. In a first step it will allow evalua4on guidance to the students.
May Abou Zahra and Moncef Bari, 2010
Architecture of the agent-‐based system
Figure 2
The process • An intelligent agent is associated with a student and
follows him during the learning process using an ac4ve learning approach: (see Silberman, Mr. 1996 Ac4ve Learning, Allyn and Smoked back bacon, Boston).
May Abou Zahra and Moncef Bari, 2010
• The agents of this type are specialized in text reading evalua4on.
• They combine their knowledge of linguis4cs approaches and cogni4ve comprehension levels to assist students
Quiz
Each text submided for screen reading is associated with a specific quiz "assessment" and their related answers that are developed by the teacher.
May Abou Zahra and Moncef Bari, 2010
Text Quiz
solu4on
The assessment design is based on linguis4cs elements, cogni4ve strategies and data analysis for
interna4onal test (PIRLS).
May Abou Zahra and Moncef Bari, 2010
May Abou Zahra and Moncef Bari, 2010
• Text
reading
• Answers
automated process analyzing • Correct
answer
move to a higher cogni4ve level of
strategies
• incorrect or incomplete answers,
guide the student
Assessment mode
This design is similar to that described in Schiaffino, Garcia, and Amandi(2008)
The student answers are stored in order to have a history which is available
on request.
May Abou Zahra and Moncef Bari, 2010
• Comprehension strategies
Teaching the agent
• Choosing
Topics • Rules
Subject
• Knowledge
Enhancing
Learning Agent
That way, the agent enhances its knowledge base and the students’ knowledge is improved as shown by Leelawong and Biswas (2008).
The student answers are stored in order to have a history which is available
on request.
• This applica4on is an example that can be used in a similar way with different goals by teachers and designers. Many facilitated by technology:
• People want to feel that they are ac+ve when they are on the Web. Oct. 1997 Reading on the Web, Why people scan (Jakob Nielsen).
May Abou Zahra and Moncef Bari, 2010
• In a world where students are increasingly par4cipa4ng in distance learning and informa4on is shared electronically, intelligent agents can add value to par4cipatory-‐style teaching approaches.
May Abou Zahra and Moncef Bari, 2010
The interac4on with an intelligent agent allows students to
prac4ce learning strategies at different cogni4ve levels. In the mean 4me, this prac4ce is like a coaching that helps student to
develop higher thinking skills. The agent-‐based system enhances the interac4ve and
proac4ve learning processes.
May Abou Zahra and Moncef Bari, 2010
Future perspec4ves: Improving the students reading skills by allowing them to teach their related intelligent agents and crea4ng
their own test evalua4on reading skills....
When implemented appropriately, technology tools are beneficial to students’ learning, and may facilitate the development of higher order thinking skills (Abrami et Al, 2005).
May Abou Zahra and Moncef Bari, 2010
May Abou Zahra – Acadia University
[email protected] Moncef Bari -‐ University of Quebec at Montreal
May Abou Zahra and Moncef Bari, 2010