Ontological Support for a Theory-Eclectic Approach to Instructional and Learning Design

Hayashi, Yusuke; Bourdeau, Jacqueline; Mizoguchi, Riichiro

doi:10.1007/11876663_14

Cited by 21 publications

(21 citation statements)

References 11 publications

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“…Furthermore, they are often written in natural language and there is no common vocabulary to describe their characteristics. This difficulty is well observed by Hayashi, Bourdeau, and Mizoguchi (2006) in their work to build a framework 3 to support the adequate use of instructional and learning theories for individual learning. Therefore, to allow the rational use of theories to support CL, we must establish a common conceptual infrastructure on which we can clarify, at least partially, what CL is and how learning theories can facilitate the identification of a well thought out group structure.…”

Section: Theory-driven Group Formationmentioning

confidence: 99%

An ontology engineering approach to the realization of theory-driven group formation

Isotani

Inaba

Ikeda

et al. 2009

Computer Supported Learning

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Abstract. One of the main difficulties during the design of collaborative learning activities is adequate group formation. In any type of collaboration, group formation plays a critical role in the learners' acceptance of group activities, as well as the success of the collaborative learning process. Nevertheless, to propose both an effective and pedagogically sound group formation is a complex issue due to multiple factors that influence group arrangement. The current (and previous) learner's knowledge and skills, the roles and strategies used by learners to interact among themselves, and the teacher's preferences are some examples of factors to be considered while forming groups. To identify which factors are essential (or desired) in effective group formation, a well structured and formalized representation of collaborative learning processes, supported by a strong pedagogical basis, is desirable. Thus, the main goal of this paper is to present an ontology that works as a framework based on learning theories that facilitates group formation and collaborative learning design. The ontology provides the necessary formalization to represent collaborative learning and its processes, while learning theories provide support in making pedagogical decisions such as gathering learners in groups and planning the scenario where the collaboration will take place. Although the use of learning theories to support collaborative learning is open for criticism, we identify that they provide important information which can be useful in allowing for more effective learning. To validate the usefulness and effectiveness of this approach, we use this ontology to form and run group activities carried out by four instructors and twenty participants. The experiment was utilized as a proof-of-concepts and the results suggest that our ontological framework facilitates the effective design of group activities, and can positively affect the performance of individuals during group learning.

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Section: Theory-driven Group Formationmentioning

confidence: 99%

An ontology engineering approach to the realization of theory-driven group formation

Isotani

Inaba

Ikeda

et al. 2009

Computer Supported Learning

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“…The hypothesis in this study is that establishing a multi-paradigm set of states of the learner, for example, states concerning change of the cognitive structure as a result of the learning process, can help to make a connection among the various internal and external states of learners with which each paradigm deals [9]. The most serious issue is, of course, whether such a multi-paradigm set can be found or not.…”

Section: Omnibus: a Learning-support-related Theory Ontologymentioning

confidence: 99%

“…In the OMNIBUS ontology, learning/instructional processes are modeled from two viewpoints: "what" to achieve and "how" to achieve [9]. Figure 1 shows Figure 1.…”

Section: A Framework For Modeling Learning/instructional Scenariomentioning

confidence: 99%

Structurization of Learning/Instructional Design Knowledge for Theory-Aware Authoring Systems

Hayashi

Bourdeau

Mizoguchi

2008

Intelligent Tutoring Systems

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Abstract. Currently, there are little guidelines on building quality standardcompliant learning courses. Although educational theories can be guidelines, there are difficulties in the practical use. An approach to the problem is to build a theory-aware and standard-compliant authoring system based on an ontology that establishes a multi-paradigm conceptual basis for learning/instructional theories. This paper discusses the feasibility of building such an ontology, as well as the functionality of a theory-aware authoring tool based on it.

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“…The core idea of these ontologies is that "learning" can be modeled as state change of learners. This is based on our working hypothesis that a sharable "engineering approximation" of the concept "learning" can be found in terms of the changes that are taking place in the state of the learners [8].…”

Section: Ontologies For Modeling Learning and Instructionmentioning

confidence: 99%

Toward a Learning/Instruction Process Model for Facilitating the Instructional Design Cycle

Hayashi

Isotani

Bourdeau

et al. 2009

Education and Technology for a Better World

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Abstract. Many instructional design models have been proposed and their benefits are evident. However, there is lack of a common and formal notation to describe the product of the design. This causes difficulty in evaluating the product (the course) in the development. To eliminate the difficulty, we need a formal framework which has enough semantics for keeping the consistency of the product. Thus, this work aims at proposing a unified modeling framework for learning and instruction based on ontologies that has the potential to support some phases of instructional design. Furthermore, we give an example of how one-to-one instruction and collaborative learning are modeled on the proposed framework.

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Ontological Support for a Theory-Eclectic Approach to Instructional and Learning Design

Cited by 21 publications

References 11 publications

An ontology engineering approach to the realization of theory-driven group formation

An ontology engineering approach to the realization of theory-driven group formation

Structurization of Learning/Instructional Design Knowledge for Theory-Aware Authoring Systems

Toward a Learning/Instruction Process Model for Facilitating the Instructional Design Cycle

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