Ontological and motivation aspects of competence-based learning process презентация

Conference on Knowledge Based and Intelligent information and Engineering Systems

Natalia Bakhtadze* , Oleg Zaikin**, Andrzej Żyławski**

* Institute of Control Science of Russian Academy of Science, Moscow, Russia
**Warsaw School of Computer Science , Poland

Presentation plan

1

Competence-based larning process as a new way of learning
Definition of competence in the learning process

2

The components of the learning process oriented on acquiring competence

3

Ontology approach - representation of the structure and range of competence-
-

4

Motivation problem interpretation in the context of project processs

5

Reward modelling in the terms of game theory

6

Summary

7

expectations

Open and Distance Learning:
a new stage of information system evolution in the distance learning domain,
idea of the learning/teaching process organization in higher education institutions,
joining the new teaching technology to expand everyone’s possibilities to learn in every life-situation,

OPEN

DISTANCE

No geographical barriers - possibility to choose the didactic material and the learning space.

The Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) make available the didactic material for each student – equal education opportunities for all, no culture boundaries.

Student is situated in a different place than the source of knowledge and the other participants of the teaching/learning process.

All the communication and socialization is maintained by the information system.

21st International Conference on Knowledge Based and Intelligent information and Engineering Systems

education institutions in the world is changing.
This is caused by many factors, the most serious of which are:
the dynamic development of new technologies,
the need for continuous education,
adjusting education profiles and study programs to the market requirements,
the concept of Competence Based Learning, strongly supported by the Labor Market and European Social Fund.

21st International Conference on Knowledge Based and Intelligent information and Engineering Systems

International Conference on Knowledge Based and Intelligent information and Engineering Systems

a collection of knowledge, attitude, skills and appropriate experience required to fulfil a given function

The learning process competences are interpreted as the ability
to use theoretical knowledge
to solve a practical task
and the ability to interpret results in the frames of the used theory

Competence is represented by three types of knowledge
K={Wt,Wp,Wpr}, where
Wt – theoretical knowledge,
Wp – procedural knowledge,
Wpr – project knowledge

21st International Conference on Knowledge Based and Intelligent information and Engineering Systems

tasks and the ability to interpret the results in the terms of the used theory .

Competence K can be described:
K={Wt,Wp,Wpr}, where

Wt – theoretical knowledge,
Wp – procedural knowledge ,
Wpr – project knowledge.

Competence as a result of learning process in ODL conditions

Competence is a collection of knowledge, attitude, skills and appropriate experience required to fulfil a given function

21st International Conference on Knowledge Based and Intelligent information and Engineering Systems

- broker between the source of information and the cognitive process of a student.

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Competence-based didactic material as a new way of learning

How to represnt
the structure of didactic materials?

How to realise
the project process ?

How to motivate
the learning process participants?

21st International Conference on Knowledge Based and Intelligent information and Engineering Systems

acquiring competences:

Ontology as a method of knowledge representation through specification of concepts and relationships between them gives the possibility to conceptualise a given knowledge domain
It is possible to specify concepts describing theoretical, procedural and project knowledge
it is possible to create a hierarchy of those concepts and to show the sequence between them

competences:

ODL application (1/2)

ODL application (2/2)

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Example of
domain Ontology

„Queuing Modelling of the Sapply chain”

competences:

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1st stage

Example of the concepts network for the Queuing Systems domain

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2nd stage

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3d stage

Hierarchically ordered Queuing System concepts network
 

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4rd stage

Graph’s clustering

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5th stage

Activity Tree based on the clustered graph

(the reason of action) is a consciously understood need for a certain object, position, situation, therefore we can state that the motive comes from a requirement, becomes its current state and leads to certain actions .

The action allows to raise the level of student's involvement in project-specified task realization and extend the repository with new projects/tasks.

The activity of the teacher and a project team will be supported by their own interests .

The teacher: aims to involve students in the repository development.


The project team aims: to obtain competences on a specified level with specified involvement .

In ODL conditions, the didactic material stored in the repository is oriented on competences.

The didactic material is a substitute of the direct contact between teacher and project team (group of students).

NEED – MOTIVE – ACTION

the project team to learn, but also to develop the repository following the idea of competence.
2. It is essential to find a mechanism allowing representation of competences in accordance with the adopted structure (theoretical knowledge – procedural knowledge – project knowledge)
3. The project that find their way to the repository can be at a different levels of complexity and it is the task of the teacher to decide which project should be placed in the repository.
4. In the frames of a given project it is possible to single out several portions of competence that would consist for a global competence

Motivation problem interpretation in the context of an educational situation

elements:

a mechanism for representing the structure and range of competence - competence ontology,

formalisation of the educational situation, in which it is necessary to identify the motivation of the teacher and the project team as sources for developing competences,

a mechanism for evaluating the repository development plan from the point of view of existing constraints.

Motivation problem interpretation in the context of an educational situation

supporting the motivation strategy assessment

the learning process:
N – teacher,
Ul - student, where
l=1,…,l* - student’s index,
The process of student arrival can be described as a set , where

b) ontological graph of the study subject: GD = (WD, SD), where
WD – graph nodes / concepts / learning objects,
SD – graph edges (relations between concepts),

c) task repository R={rik } , where
rik – task ‘i’ consisting for competence portion ‘k’,
i=1,…, i* – task index,
k=1,…,k* – competence portion (competence index),

d) task parameters rik :

Modeling the process of acquiring competences:

The formal model describing the competence-oriented education process has the following four-element structure

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of the motivation model (cooperation model) of the learning process participants:

a) teacher’s motivation function:

b) student’s motivation function:

c) summary motivation function of the student when choosing a task:

Modeling the process of acquiring competences:

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X

of acquiring competences:

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which consists of one centre (teacher) and n agents (project team).

The strategy of each agent is to choose an activity (project).
Goal function of each agent is the difference between the reward obtained from the centre and the losses connected to perform the project.

The centre’s strategy is to choose an insentive function, ie relationship between the win of each agent and his actions.
The centre’s (teacher’s) goal function is the difference between his/her reward and the summary reward paid to the agents (sharing one’s own resources ).

Interpretation and solution of the developed model can be conducted on the basis of the games theory, which allows to study the activity of a system depending on the players' behaviour.

Motive of the teacher is to extend and update the repository by the independent project works of students. Motive of the student is to perform the project under teacher's supervision using live chat, competition recognition, stress reduction compared to traditional testing, increase the choice possibility, etc.

Reward modelling in the terms of games theory

Modeling the process of acquiring competences:

games theory

of acquiring competences:

The goal of the project team is to increase an individual and team competences as a result of performing the project, what is reflected in the form of points (grades) for the acquired competence.


The goal of the teacher is an increase project team competence, reflected by the number of new projets in the repository.

a) project team’s goal function:

b) teacher’s goal function:

to simulate
the learning process realization?

21st International Conference on Knowledge Based and Intelligent information and Engineering Systems

Systems

work with the students’ tasks

Distribution of coming of tasks

The forecast distribution of service time

Return the task to correct with a specified time of delay

Determine the probability of outputs from the model

An example diagram of a simulation model of the teacher's work with a group of students in the process of acquiring competence

can be interpretated as a queuing system, which has following features:
For a given content of the didactic materials teacher’s work refers to checking the executed students’ tasks;
The result of the checking process is determined: 1. positive mark without placing task in the repository, 2. positive mark and placing task in the repository, 3. negative evaluation - repeating the task solving for a positive mark or well done task improvement to the purpose of the repository development;
By a specified subject, time and group of students the teachers work can be examined as a server with a given input, output and average service time;
The average time of evaluation results from the experience of the teacher (the specifics of each course, subject, tasks difficulty level, the type of students, time assigned for a subject in a learning program);
Students stream flow is stochastic;
Students are served on a one server. There is provided the possibility the queue existence, which is characterized by a specific time and a way of service.

21st International Conference on Knowledge Based and Intelligent information and Engineering Systems

simulation model are the following:
Waiting queue on the teacher’s workplace.
Average waiting time of a student.
Number of tasks completing the teaching/learning cycle with the repository development.
Number of tasks allowing to pass the subject without fulfilment the repository.
Number of tasks referred to correction.
Total time required for the teaching/learning process realisation.

The results of the simulation modeling

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changing requirements and conditions of the learning process cause this analysis to be perform from the point of view of using new technologies and new learning forms.
The proposed approach to modeling the process of acquiring competences appears to be a solution in which:
the structure of competence and the method of assessing the development of competence (with the use of an ontology graph and a repository) is defined,
conditions of competence development are defined (with the use of the motivation model),
there is a possibility to compare the expected costs that the teacher will bear considering the assumed repository development (working time) with the results achieved in the didactic process (number of students with a high level of competence – participating in the repository, number of students with an average level of competence etc.).

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model describing the competence-oriented education process (3)

3. model of cooperation of the learning process participants:

Teacher’s and student’s goal functions during execution of a task:

a) student’s goal function:

b) teacher’s goal function:

Modeling the process of acquiring competences:

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X

of acquiring competences:

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of acquiring competences:

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X

student's motivation

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Smart Materials WCSM - 2016