Research on knowledge representation, machine learning, and knowledge acquisition

Research in knowledge representation, machine learning, and knowledge acquisition performed at Knowledge Systems Lab. is summarized. The major goal of the research was to develop flexible, effective methods for representing the qualitative knowledge necessary for solving large problems that require symbolic reasoning as well as numerical computation. The research focused on integrating different representation methods to describe different kinds of knowledge more effectively than any one method can alone. In particular, emphasis was placed on representing and using spatial information about three dimensional objects and constraints on the arrangement of these objects in space. Another major theme is the development of robust machine learning programs that can be integrated with a variety of intelligent systems. To achieve this goal, learning methods were designed, implemented and experimented within several different problem solving environments

Cognitive apprenticeship : teaching the craft of reading, writing, and mathtematics

Includes bibliographical references (p. 25-27)This research was supported by the National Institute of Education under Contract no. US-NIE-C-400-81-0030 and the Office of Naval Research under Contract No. N00014-85-C-002

The blind leading the blind: Mutual refinement of approximate theories

The mutual refinement theory, a method for refining world models in a reactive system, is described. The method detects failures, explains their causes, and repairs the approximate models which cause the failures. The approach focuses on using one approximate model to refine another

Increasingly automated procedure acquisition in dynamic systems

Procedures are widely used by operators for controlling complex dynamic systems. Currently, most development of such procedures is done manually, consuming a large amount of paper, time, and manpower in the process. While automated knowledge acquisition is an active field of research, not much attention has been paid to the problem of computer-assisted acquisition and refinement of complex procedures for dynamic systems. The Procedure Acquisition for Reactive Control Assistant (PARC), which is designed to assist users in more systematically and automatically encoding and refining complex procedures. PARC is able to elicit knowledge interactively from the user during operation of the dynamic system. We categorize procedure refinement into two stages: diagnosis - diagnose the failure and choose a repair - and repair - plan and perform the repair. The basic approach taken in PARC is to assist the user in all steps of this process by providing increased levels of assistance with layered tools. We illustrate the operation of PARC in refining procedures for the control of a robot arm

Rich environments for active learning in action: Problem‐based learning

Rich Environments for Active Learning (REALs) are comprehensive instructional systems that are consistent with constructivist theories. They promote study and investigation within authentic contexts; encourage the growth of student responsibility, initiative, decision making and intentional learning; cultivate collaboration among students and teachers; utilize dynamic, interdisciplinary, generative learning activities that promote higher‐order thinking processes to help students develop rich and complex knowledge structures; and assess student progress in content and learning‐to‐learn within authentic contexts using realistic tasks and performances. Problem‐Based Learning (PBL) is an instructional methodology that can be used to create REALs. PBL's student‐centred approach engages students in a continuous collaborative process of building and reshaping understanding as a natural consequence of their experiences and interactions within learning environments that authentically reflect the world around them. In this way, PBL and REALs are a response to teacher‐centred educational practices that promote the development of inert knowledge, such as conventional teacher‐to‐student knowledge dissemination activities. In this article, we compare existing assumptions underlying teacher‐directed educational practice with new assumptions that promote problem solving and higher‐level thinking by putting students at the centre of learning activities. We also examine the theoretical foundation that supports these new assumptions and the need for REALs. Finally, we describe each REAL characteristic and provide supporting examples of REALs in action using PB

Rethinking sport teaching in physical education: A case study of research based innovation in teacher education

This paper focuses on the significance of physical education teacher education (PETE) in the diffusion of 'new' thinking about sport teaching in physical education. It explores issues arising from a case study investigation that sought to respond to the critical commentary about the form and substance of sport teaching in physical education by supporting innovation in school curriculum and pedagogy through pre-service teacher education. The study was designed to challenge PETE pre-service teachers' thinking about sport curriculum and pedagogy in physical education, introduce them to new thinking about models and specifically, the sport literacy model (Drummond & Pill, 2011; Pill, 2009, 2010). Details of the research design are presented and the insights that the data have provided in relation to challenges and opportunities that teacher educators and teacher education courses confront in seeking to promote and support curriculum and pedagogical innovation are discussed

Early environmental field research career exploration: An analysis of impacts on precollege apprentices

Research apprenticeships offer opportunities for deep understanding of scientific practice, transparency about research careers, and possible transformational effects on precollege youth. We examined two consecutive field-based environmental biology apprenticeship programs designed to deliver realistic career exploration and connections to research scientists. The Shaw Institute for Field Training (SIFT) program combines introductory field-skills training with research assistance opportunities, and the subsequent Tyson Environmental Research Fellowships (TERF) program provides immersive internships on university field station–based research teams. In a longitudinal mixed-methods study grounded in social cognitive career theory, changes in youth perspectives were measured during program progression from 10th grade through college, evaluating the efficacy of encouraging career path entry. Results indicate SIFT provided self-knowledge and career perspectives more aligned with reality. During SIFT, differences were found between SIFT-only participants compared with those who progressed to TERF. Transition from educational activities to fieldwork with scientists was a pivotal moment at which data showed decreased or increased interest and confidence. Continuation to TERF provided deeper relationships with role models who gave essential early-career support. Our study indicates the two-stage apprenticeship structure influenced persistence in pursuit of an environmental research career pathway. Recommendations for other precollege environmental career–exploration programs are presented

Conceptions and expectations of mentoring relationships in a teacher education reform context

Peer reviewedPostprin

An exploratory study to determine students' perceptions of the value of interaction in an Australian classroom context and the perceived impact on learning outcomes

Interaction has long been a defining and critical component of the educational process, whatever the classroom context (Anderson 2003). This paper presents findings of a study to explore the attitudes of students at an Australian university towards various types interactivity in the classroom. The study also investigates students perceptions of how interactivity in the classroom impacts on cognitive, affective and behavioural learning outcomes. In a recent review of the literature Muirhead & Juwah (2003) argue that interactivity is critical in underpinning the learning process in face-to-face, campus based and distance and online education. They say that interactions serve a diverse range of functions in the educational process, which include learner to learner, learner to content, learner to tutor, learner to technology, tutor to content, tutor to technology, content to content. These functions promote and enhance the quality of active, participative learning in a learning environment. However, literature indicates that attitudes towards active learning involving greater interactivity varies across students and between students and lecturers (Billings, Connors, & Skiba 2001). Investigation into student attitudes of the value and effectiveness of interaction is of particular interest for educators who are adapting the learning of a diverse range of students, including oncampus, distance, international, under and postgradute students. Much of the existing research into classroom interaction was grounded in the behaviourist and cognitive sciences approach to learning and teaching, where traditional classroom interaction placed the teacher at the centre of all activities as transmitter of knowledge and co-coordinator of student interaction (McLoughlin 2002). Those studies predate the recent application of constructivism (Bonk and Cunningham 1998) and social learning theory (Bandura (1977), and the emphasis on building life long learning skills. This research will contribute to current discussion about the role of interaction in learning, based on a constructivist approach to developing life long learning skills. This paper will present the findings of an exploratory study of students’ attitudes to various types of interaction in a classroom context. The first step of this exploratory study will employ a focus group approach to gather data from on campus students to identify the key issues that emerge from this data. These findings will be used to design a survey instrument to implement a follow-up research project

Reconstructed grounded theory: beyond comparison?

This paper examines the modifications made to constructed grounded theory for application within an ethnographic study of group work processes in a virtual learning environment. The paper details how the complex professional relationship of educational practitioner research, and the associated ethical issues, together with the variety of data analysed influenced the approach taken. The paper explores how the adaptations to constructed grounded theory process were applied and how this approach can be construed as grounded in grounded theory. The paper is explicit about the application and adaptation of grounded theory to meet the needs of the research and the epistemology of the researcher. Many studies purporting to use grounded theory are less explicit, this paper is intended to contribute to the discussion and development of a flexible approach to grounded theory, fit for purpose within the restraints of a practitioner based virtual educational ethnographic study. The relationship of the practitioner researcher (an Associate Lecturer) and the participants (the students) created a dichotomy between the neutrality and social distance of the researcher and the ethical implications for the Associate Lecturer. Whilst the participants were not vulnerable adults, many of the participants were novice learners returning to study and therefore a duty of care was required. The paper explains how the adaptation of constructed grounded theory enhanced the analysis and provided richer data than ethnographic observation alone. Despite the divergence from constructed grounded theory methods, rigor was achieved through the comparison of the coding produced throughout the analysis of the data. This level of rigor led to the emergence of unanticipated themes which influenced the group work processes. It is my belief that these would not have appeared through generic inductive approaches as they would have been overlooked and ignored without the line by line analysis. The modification of the grounded theory process retained the influence of constructed grounded theory rather than claiming to be rooted in constructed grounded theory. But the techniques applied are not beyond comparison with grounded theory. The research into virtual group work is timely in light of recent UK Government reports and relevant as interest in network delivered learning continues to grow