Subject: Re: Starting the discussion
From: Ania Lian (ania@lingua.arts.uq.edu.au)
Date: Wed 15 Mar 2000 - 05:27:45 MET
Date: Wed, 15 Mar 2000 14:27:45 +1000 (EST) From: Ania Lian <ania@lingua.arts.uq.edu.au> Subject: Re: Starting the discussion
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a belated attempt to reply to some points raised:-(
On Sun, 12 Mar 2000, Ruddy Lelouche wrote:
> 0. WHY USE ABSTRACTION?
> - because teaching itself is a complex process;
> - because the domains actually taught vary considerably in range, from know
> to know-how to know-how-to-be;
> - because almost all teachable domains vary in complexity.
or because any sign is abstraction of the reference contexts that one
takes for granted as present in the sign but which are in fact a product
of practical experience.
> So, when a human tutor detects errors or misunderstandings, he usually
> draws the learner's attention on "where he thinks the error is", i.e. a
> small subset of the involved knowledge, so that the detected error and/or
> misunderstanding can be corrected at the proper "abstraction" level. It
> would be nice to have automated systems do likewise...
yes it would be provided that the teacher truly answers learners'
questions... How can a teacher know where the error is or what can heal
teh error if the teacher's representation of the error is an abstract
iteslf: in the end all that the teacher would do is to play with more
abstracts. How can this be avoided?
> 1. WHAT IS ABSTRACTION ?
> of a top-down approach, or refinement. Indeed, depending on the context,
> the concrete vs. abstract continuum can take different flavours, like:
what is the concrete? Can we touch what we mean?
> - simple vs. complex,
What is simple other that what we define as simple? Are our definitions
that simple or transparent that they grasp the concrete-abstract continuum
as it naturally is???
> 2. HOW CAN ABSTRACTION BE USED IN THE DESIGN OF INTELLIGENT EDUCATIONAL
> SYSTEMS?
> DIRECTION 1. We can use abstraction to better and further formalize each
> one of the two TYPES OF KNOWLEDGE: the declarative domain knowledge (DK)
> and the problem-solving knowledge (PSK).
and declarative is not the HOW? It may well be if we assume that teh HOw
of processing in fact is the WHat of processing since we can do only what
we know. In other words, logic (hence the processes) does not live
separately from the objects that it manipulates. In dfact I would assume
that logic is nothing else as declarative (if you like) knowledge about
the world. The what is the how.
Ania lian
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