Abstract
STyLE-OLM (Dimitrova 2003 International Journal of Artificial Intelligence in Education, 13, 35–78) presented a framework for interactive open learner modelling which entails the development of the means by which learners can inspect, discuss and alter the learner model that has been jointly constructed by themselves and the system. This paper outlines the STyLE-OLM framework and reflects on the key challenges it addressed: (a) the design of an appropriate communication medium; this was addressed by proposing a structured language using diagrammatic representations of conceptual graphs; (b) the management of the interaction with the learner; this was addressed by designing a framework for interactive open learner modelling dialogue utilising dialogue games; (c) the accommodation of different beliefs about the learner’s domain model; this was addressed with a mechanism for maintaining different views about the learner beliefs which adapted belief modal logic operators; and (d) the assessment of any resulting improvements in learner model accuracy and learner reflection; this was addressed in a user study with an instantiation of STyLE-OLM for diagnosing a learner’s knowledge of finance concept, as part of a larger project that developed an intelligent system to assist with learning domain terminology in a foreign language. Reviewing follow on work, we refer to projects by the authors’ students and colleagues leading to further extension and adoption of STyLE-OLM, as well as relevant approaches in open learner modelling which have cited the STyLE-OLM framework. The paper points at outstanding research challenges and outlines future a research direction to extend interactive open learner modelling towards mentor-like intelligent learning systems.
Highlights
The work developed a computational framework for interactive open learner modelling (Dimitrova 2001), embodied in the STyLE-OLM (Scientific Terminology Learning Environment - Open Learner Model) demonstrator, which illustrate the implementation of the approach and allowed examining its computational and pedagogical benefits (Fig. 1)
The STyLE-OLM framework provided a formal description of the main components for interactive open learner modelling which enabled its easy adoption in other applications
& While PORML adopted the STyLE-OLM dialogue mechanism for another user diagnosis context, the SAIC (Schema Activation and Interpersonal Communication) agent extended the dialogue mechanism to include the set of dialogue games to support cognitive tasks occurring when learning new concepts (Ibrahim 20063)
Summary
The work developed a computational framework for interactive open learner modelling (Dimitrova 2001), embodied in the STyLE-OLM (Scientific Terminology Learning Environment - Open Learner Model) demonstrator, which illustrate the implementation of the approach and allowed examining its computational and pedagogical benefits (Fig. 1). Dialogue move [d3], reveals an erroneous belief in the learner’s conceptual model - the statement ‘CAPITAL MARKET operates with SHORT TERM INVESTMENTS’, which the learner is assumed to believe, is not confirmed by the system’s domain knowledge (as inferred by the conceptual graphs reasoning engine).
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