Choral Ensembles

KSU Choral Ensembles present a special program titled, In Search of Love, Beauty, and Grace, featuring the KSU Chamber Singers, University Chorale, and Men\u27s Ensemble led by Director of Choral Activities Dr. Leslie Blackwell and KSU Women\u27s Choir led by Dr. Alison Mann, Associate Professor of Choral Music Education.https://digitalcommons.kennesaw.edu/musicprograms/2125/thumbnail.jp

Cognitive Feedback and Behavioral Feedforward Automation Perspectives for Modeling and Validation in a Learning Context

State-of-the-art technologies have made it possible to provide a learner with immediate computer-assisted feedback by delivering a feedback targeting cognitive aspects of learning, (e.g. reflecting on a result, explaining a concept, i.e. improving understanding). Fast advancement of technology has recently generated increased interest for previously non-feasible approaches for providing feedback based on learning behavior observations by exploiting different traces of learning processes stored in information systems. Such learner behavior data makes it possible to observe different aspects of learning processes in which feedback needs of learners (e.g. difficulties, engagement issues, etc.) based on individual learning trajectories can be traced. By identifying problems earlier in a learning process it is possible to deliver individualized feedback helping learners to take control of their own learning, i.e. to become self-regulated learners, and teachers to understand individual feedback needs and/or adapt their teaching strategies. In this work we (i) propose cognitive computer-assisted feedback mechanisms using a combination of MDE based simulation augmented with automated feedback, and (ii) discuss perspectives for behavioral feedback, i.e. feedforward, that can be based on learning process analytics in the context of learning conceptual modeling. Aggregated results of our previous studies assessing the effective-ness of a proposed cognitive feedback method with respect to improved understanding on different dimension of knowledge, as well as feasibility of behavioural feedforward, are presented. Despite our focus on conceptual modeling and specific diagrams, the principles of the approach presented in this work can be used to support educational feedback automation for a broader spectrum of diagram types beyond the scope of conceptual modeling.status: accepte