Technology, collaboration, Intelligent Agent, Evaluation

1. 3
Dimensional
Teaching:
Evalua4on
For
Next
Genera4on
May Abou Zahra - Université Acadia
may.abouzahra@acadiau.ca
Moncef
Bari
-­‐
University
of
Quebec
in
Montreal
bari.moncef@uqam.ca
May
Abou
Zahra
and
Moncef
Bari,
2010

2. 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

3. 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

4.
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

5. 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)

6. 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

7. May
Abou
Zahra
and
Moncef
Bari,
2010
This
system
is
based
on
intelligent
agents

8. 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.

9.
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

10.
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
materialCollecting information
A n a l y s i s
Interpretation
Learning process
Figure
1

11. 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.

12. 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.

13. May
Abou
Zahra
and
Moncef
Bari,
2010
Architecture
of
the
agent-­‐based
system
Figure
2

14. 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

15. 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

16.
The
assessment
design
is
based
on
linguis4cs
elements,
cogni4ve
strategies
and
data
analysis
for
interna4onal
test
(PIRLS).
May
Abou
Zahra
and
Moncef
Bari,
2010

17. 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.

18. 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.

19.
• 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.

20. 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.

21. 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....

22. 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

23.
May Abou Zahra – Acadia University
may.abouzahra@acadiau.ca
Moncef
Bari
-­‐
University
of
Quebec
at
Montreal
bari.moncef@uqam.ca
May
Abou
Zahra
and
Moncef
Bari,
2010