Tampere University of Technology Digital Media Institute/Hypermedia Laboratory 1 Jukka Huhtamäki Pekka Ranta Seppo Pohjolainen Hypermedia Laboratory P.O. Box 553 FI Tampere, Finland Tel Fax On the modelling-based framework for the instructional assessment of dynamic processes

Tampere University of Technology Digital Media Institute/Hypermedia Laboratory 2 Hypermedia Laboratory  Part of Digital Media Institute, the largest research unit of information technology in Finland  Established in 1994  Research  Development  Education  Director, researchers and research assistants

Tampere University of Technology Digital Media Institute/Hypermedia Laboratory 3 Framework introduction  A dynamic process is something that can be modelled in such a way that simulators can be used to support the transfer of experienced actor’s operating models to students.  The framework is designed for complex environments, e.g. managed mechanised timber harvesting  A trainee should make his thoughts, plans, and arguments visible for others [1,6]. In this way an expert or a teacher can analyse the planning and operation and in that way support the decision-making of a student.

Tampere University of Technology Digital Media Institute/Hypermedia Laboratory 4 Current situation (example) The instructor has to:  observe the user’s performance,  memorise the details of the performance,  give feedback to the user,  and instruct the user to explore appropriate learning material.

Tampere University of Technology Digital Media Institute/Hypermedia Laboratory 5 Research in ProForSim GUHA –analysis (P=0.95, BASE=5 %) 1. Tree distance (3-6 m) & Processing area (4 left) & Sector (2 Right front sector)  Moving the trunk over strip road (1 yes) The target of the instructional assessment framework is to apply and integrate these ideas and methods to support the design and development of different instructional assessment applications.

Tampere University of Technology Digital Media Institute/Hypermedia Laboratory 6 The instructional assessment framework  Process data is collected and analysed in order to create a dynamic narrative containing meaninful information about the process.  The dynamic narrative is used to create a set of adaptive, context-aware views visualising the user’s performance.  The modelled expert knowledge of the domain is used to select and include appropriate learning material to the views.  The debriefing process can be conducted with the support of the created views.

Tampere University of Technology Digital Media Institute/Hypermedia Laboratory 7 The framework skeleton Instructor comparison Predefined task performs User model Competency profile Reference model Domain model Overlay model Structured dynamic narrative Student represents defines Process data analysisrecording Feedback model combining

Tampere University of Technology Digital Media Institute/Hypermedia Laboratory 8 Conclusions and question  The instructional assessment applications support the instructors in a way that they can concentrate on aspects that demand pedagogical thinking, appropriate feedback, and instructional evaluation.  State-of-the-art solutions in simulator technology, knowledge representation and processing, and data mining enable a more straightforward way to design and implement instructional assessment applications.  Any comments or questions? Thank you!

Tampere University of Technology Digital Media Institute/Hypermedia Laboratory 9 Contact information Jukka Huhtamäki Pekka Ranta Seppo Pohjolainen TTY/DMI/Hypermedia Laboratory P.O.Box 553 FI Tampere, Finland Puh Fax