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

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

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

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

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

SRL guidance Interactions MI-EDNA Example

MI-EDNA System Architecture MI-EDNA Architecture

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

Recognize Opportunities

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

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

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)