The model judge : a tool for supporting novices in learning process modeling

Process models are a fundamental element in the BPM lifecycle. Hence, it is of paramount importance for organizations to rely on high-quality, accurate and up-to-date process models, to avoid taking decisions on the basis of a wrong picture of the reality. In this demo we present modeljudge.cs.upc.edu, a platform to boost the training of novice modelers when confronted with the task of translating a textual description into a process model in BPMN notation. The platform is integrated with Natural Language Processing (NLP) analysis and textual annotation, together with a novel model-to-text alignment technique. By using this platform, a novice modeler will receive diagnostics in real-time, which may contribute to a more satisfactory modeling experience.Peer ReviewedPostprint (published version

An explicit model for learning to structure and analyze decisions by judges

Legal practitioners and legal scientists need to have knowledge of the general rules that apply in the legal system. This involves both knowledge of the legislation and knowledge of the decisions by judges that function as general rules of law. Law students preparing themselves for the legal profession need to acquire these kinds of knowledge. A student has to have knowledge about where to look for decisions, understand the structure of decisions and learn to determine what makes a decision relevant to the body of applicable rules in the legal system. Legal education primarily aims at acquiring insight in the legal sources, their history and background. This basic knowledge is of great importance; legal problem solving is hardly possible without an understanding of the legal knowledge. To illustrate the use of this knowledge in practice, teachers work through decisions as examples. However, it is difficult, if not impossible, to learn by explanation or by imitation alone. A more effective way to obtain expertise is by actually performing the task, i.e. students should do the exercises, while the teacher provides feedback on their solutions. For effective learning, also the solution process should be monitored and provided with feedback. Furthermore it is desirable for students to be able to ask for help at any time during the process. They should also be able to practice over and over again. An ideal situation would have a teacher available for every student, monitoring the student while practicing and providing support where and whenever necessary. However, this being not practically feasible, the second best option is to offer the student electronic support. CASE (Case Analysis and Structuring Environment) is an environment where a law student can practice with finding decisions, with structuring its text and with analysing the decision in order to be able to determine in what way it adds to the body of applicable rules in the legal system. CASE is developed using a principled and structured design approach. A short description of this approach is followed by an analysis of the learning task, the difficulties law students experience and the remedies proposed on the basis of both the task analysis and the stated difficulties. This is followed by a description of architecture, functionality, platform and implementation of CASE and a description of a session with CASE and future work

Measuring measuring: Toward a theory of proficiency with the Constructing Measures framework

This paper is relevant to measurement educators who are interested in the variability of understanding and use of the four building blocks in the Constructing Measures framework (Wilson, 2005). It proposes a uni-dimensional structure for understanding Wilson’s framework, and explores the evidence for and against this conceptualization. Constructed and fixed choice response items are utilized to collect responses from 72 participants who range in experience and expertise with constructing measures. The data was scored by two raters and was analyzed with the Rasch partial credit model using ConQuest (1998). Guided by the 1999 Testing Standards, analyses of validity and reliability evidence provide support for the construct theory and limited uses of the instrument pending item design modifications

Bridging the gap between textual and formal business process representations

Tesi en modalitat de compendi de publicacionsIn the era of digital transformation, an increasing number of organizations are start ing to think in terms of business processes. Processes are at the very heart of each business, and must be understood and carried out by a wide range of actors, from both technical and non-technical backgrounds alike. When embracing digital transformation practices, there is a need for all involved parties to be aware of the underlying business processes in an organization. However, the representational complexity and biases of the state-of-the-art modeling notations pose a challenge in understandability. On the other hand, plain language representations, accessible by nature and easily understood by everyone, are often frowned upon by technical specialists due to their ambiguity. The aim of this thesis is precisely to bridge this gap: Between the world of the techni cal, formal languages and the world of simpler, accessible natural languages. Structured as an article compendium, in this thesis we present four main contributions to address specific problems in the intersection between the fields of natural language processing and business process management.A l’era de la transformació digital, cada vegada més organitzacions comencen a pensar en termes de processos de negoci. Els processos són el nucli principal de tota empresa i, com a tals, han de ser fàcilment comprensibles per un ampli ventall de rols, tant perfils tècnics com no-tècnics. Quan s’adopta la transformació digital, és necessari que totes les parts involucrades estiguin ben informades sobre els protocols implantats com a part del procés de digitalització. Tot i això, la complexitat i biaixos de representació dels llenguatges de modelització que actualment conformen l’estat de l’art sovint en dificulten la seva com prensió. D’altra banda, les representacions basades en documentació usant llenguatge natural, accessibles per naturalesa i fàcilment comprensibles per tothom, moltes vegades són vistes com un problema pels perfils més tècnics a causa de la presència d’ambigüitats en els textos. L’objectiu d’aquesta tesi és precisament el de superar aquesta distància: La distància entre el món dels llenguatges tècnics i formals amb el dels llenguatges naturals, més accessibles i senzills. Amb una estructura de compendi d’articles, en aquesta tesi presentem quatre grans línies de recerca per adreçar problemes específics en aquesta intersecció entre les tecnologies d’anàlisi de llenguatge natural i la gestió dels processos de negoci.Postprint (published version

The Sincerest Form of Flattery: Examples and Model-Based Learning in the Law School Classroom

Responding to a changing landscape of law practice, law schools are searching for ways to structure the classroom experience and broader curriculum to promote more efficient and better learning outcomes. Although imitation, modeling, and the use of examples have become pre-eminent features of modern legal education, these pedagogies have remained largely unexamined. This article shows the power of teaching with examples in both the traditional and legal writing classroom, as well as how skillfully to limit the use of such pedagogy for maximum effect. Specifically, this article applies the findings of cognitive load research and composition theory to show that using worked examples is a superior pedagogy for novice learners, but that as students progress, they learn less from examples and need more opportunities for problem-solving. The article further explores the implications of this insight for curricular design and reform

Thresholds of Knowledge Development in Complex Problem Solving: A Multiple-Case Study of Advanced Learners’ Cognitive Processes

This multiple-case study examined how advanced learners solved a complex problem, focusing on how their frequency and application of cognitive processes contributed to differences in performance outcomes, and developing a mental model of a problem. Fifteen graduate students with backgrounds related to the problem context participated in the study. Data sources included direct observation of solution operations, participants’ think aloud and stimulated recalls as they solved the problem, as well as solution scores indicating how well each participant solved the problem. A grounded theory approach was used to analyze stimulated recall and think aloud data. A set of thirteen cognitive processes emerged in the coding and were tallied for each participant. Individual cases were then grouped into clusters that shared similar frequencies of prior knowledge activation, performance outcomes, and tool use behaviors. Each cluster was profiled from least to most successful with descriptive accounts of each cluster’s approach to solving the problem. A cross cluster analysis indicated how learners’ cognitive processes corresponded with problem solving operations that revealed thresholds of knowledge development and formed an integrated mental model of the problem. The findings suggested that mastering problem solving operations within each threshold enhanced the learners’ conceptual awareness of where to apply cognitive processes and increased the combinations of cognitive processes they activated at higher thresholds of knowledge development. The findings have implications for anticipating where novices need support within each threshold of knowledge development during complex problem solving

Information- problem solving: A review of problems students encounter and instructional solutions

Walraven, A., Brand-Gruwel, S., & Boshuizen, H.P.A. (2008). Information- problem solving: A review of problems students encounter and instructional solutions. Computers in Human Behavior, 24 (3), 623-648.Searching and processing information is a complex cognitive process that requires students to identify information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources. This process is called information-problem solving (IPS). IPS can be characterized as a complex cognitive skill, which may need direct instruction to reach high levels of performance. However, IPS has been given little attention in schools, and instruction in this skill is rarely embedded in curricula. And yet, by giving students assignments in which students have to solve an information-based problem, teachers assume that their pupils have developed this skill naturally. A literature study was done to determine what kinds of problems students experience when solving information problems using the WWW for searching information, and what kind of instructional support can help to solve these problems. Results show that children, teenagers and adults have trouble with specifying search terms, judging search results and judging source and information. Regulating the search process is also problematic. Instruction designed specifically for IPS using the WWW for searching information is rare but indeed addresses the problematic skills. However, there are differences between various methods and it is unclear which method is most effective for specific age groups