VLADIMIR A. FOMICHOV (VAF@nw.math.msu.su)
Wed, 12 Aug 1998 18:00:49 MST-3MDT
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From: "VLADIMIR A. FOMICHOV" <VAF@nw.math.msu.su> Date: Wed, 12 Aug 1998 18:00:49 MST-3MDT Subject: [ifets] Discussion Summary of Moderators
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DISCUSSION SUMMARY OF MODERATORS
Title of Discussion:
The Necessity and an Outline of an Integral Approach to Designing
Intelligent Tutoring Systems of a New Generation
Subtitle:
Towards Increasing Effectiveness of Knowledge Transfer
on the Basis of Ideas and Methods of Artificial Intelligence and
Cognitive Science
(http://ifets.gmd.de/discuss.html)
Duration:
Discussion: 1 - 9 August 98
Summing up: 10 - 12 August 98
Moderators:
1. Prof. Vladimir A. Fomichov (Fomitchev)
http://www.geocities.com/CapeCanaveral/Hall/3648/
E-mail: vladfom@yahoo.com , vaf@nw.math.msu.su
2. Dr. Olga S. Fomichova (Fomitcheva)
http://www.geocities.com/Athens/Ithaca/7355/
E-mail: vladfom@yahoo.com
Moscow, Russia
The discussion proved the necessity to think about a Teacher Model
analysing different teaching styles (Ashok Patel). This idea seems
more promising than having a try to categorize the learners by
learning styles.
Greg Hume, Cossi Grandguenon, and Angel de Vicente supported the idea
of modeling the emotional state of the student. It is worth mentioning
that the emotional state of a student at the moment of acquiring
knowledge can influence the result of it greatly.
The admission of the existence of a gap between entertainment and
education caused a discussion about learning and playing. John Eklund
stated that he did not make the distinction between play and learning:
"õPlay is learning. Learning need not be a serious activity at allæ.
This viewpoint (supported by Mike Peay, David Graves, and some other
participants of the discussion) led to the question whether the very
act of õconsciously learningæ caused additional stress (Ashok Patel).
In response to it, Akihiro Kashihara agreed that it was true in case
the learners had no/little motivation to learn. Meanwhile, he stressed
that the key point of learning in this view was not
conscious/unconscious but the extent of motivation to learn.
It is clear that motivation would come from different things:
curiosity, necessity, obligations, fun, etc. In order to extend the
motivation to learn, one should extend, enrich the inner conceptual
picture of the world of a child, making it possible for him/her to
enjoy the processes of reasoning, reflection, symbolic information
processing , etc.
A special attention should be paid to creativity as one of the main
feature of ITSs. The idea of constructing systems stimulating the
learners to carry out some activities of exploratory character,
developing the creativity of the learners was supported by Clark N.
Quinn. Gary Grant stressed that computers offer interactivity and
control which should promote creativity.
The idea of õreal lifeæ learning experience was supported by William
R. Terrell. It proves to be very useful while teaching students,
postgraduates. As for teaching kids, we also should take into account
their life and emotional experience.
It should be stressed that we should be very careful deciding whether
to design ITSs for kids or not (Vilnis Vulfs, John Schwartz, Gary B.
Grant). Certainly, kids do not need to get lost in some virtual world,
because they are happy to penetrate the real world surrounding them.
Though modern ITSs have a number of drawbacks mentioned during the
discussion, and they are very far from being thrilling, it is possible
to elaborate a new conception for designing ITSs of a new generation.
Henry Brzeski stated that many students needed to see a human face.
Clark N. Quinn supported the idea and preferred to have teachers in
the loop. And it should be one of the main demands to ITSs of a new
generation.
Katy Luchini supported that ITSs have a great potential for bridging a
gap between entertainment and education. Starting bridging this gap,
all the participants of the discussion came to the conclusion that õto
laugh is better than not to laughæ, because õlaughing brings and gives
us real motivation of learningæ (Arun-Kumar Tripathi), but we should
be careful lest we should have a mess-up situation. By õlaughteræ we
are meaning engagement and interactivity (John Eklund), and a teacher
should certainly joke and make children laugh.
It is very important that our discussion attracted the attention of
practical teachers (Cossi Grandguenon, Natalie from New Zealand).
Because ITSs are destined to be successful with teachers in the loop.
Kelly Tribble noted that õall forms of play are learning å but not all
forms of learning are play. Perhaps we should åæ.
Why not, if we find the right definition for playing, right for kids
and right for adults.
Thanks to all for the participation.
Sincerely yours,
Prof. Vladimir A. Fomichov (Fomitchev)
Dr. Olga S. Fomichova (Fomitcheva)
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