Transcript "model" and - Ioan Rosca

Explanation modelling
and competence management
Ioan Rosca, PhD. in educational technology
telecommunication, computer, information and instructional systems engineer
researcher and conceptual architect at LICEF, Teleuniversity, Montréal
[email protected]
INSCIT’2006, Merida, 27 October 2006
Summary
1 From information to knowledge: competences
2 From learning to explanation as competence operators
3 Difficulties in modeling explanations
4 Principle observations about the explanation phenomena
5 Consequences :pedagogical competences, posture indexation, matching services
6 Competence indexation for the emergent mode
7 Concretization for adapting orchestration mode
8 Competence optimization problems
1 Information, knowledge, competence
•
•
from information to knowledge embodied in persons and reflected in documents- involved in
material-cognitive processes
from live knowledge to reified “concept spaces”; natural language discourses and structured
knowledge domains (text and hypertext collections, thesaurus and dictionaries, classifications,
relational databases, declarative languages, notional graphs, ontologies)
• concept identification: reference systems and semantic coordinates (UKL -universal knowledge locator)
(1a) kd=[Nk, d(Nk), a(d)] (Nk organisation norm, d(Nk) domain organised on Nk norm, a(d) internal
address of k in d)
(1b) kD= [kd1, kd2…] - multi-referenced knowledge
•concept refinement (decomposition) : notional subspace S organised on a norm Ns:
(1c) kS= [Ns, s(k1, k2…kn)]
•
competences: descriptions of someone (p) relation (R) relative to concepts (k) :
(2a) cR(p,k)=[MR,m(MR)], MR- mastering scale for R (0-1, 0-10, 0-100, A-F etc.) ; m(MR)-measure on
this scale
(2b) cR[](p,k)= [R, M, mr1, mr2…..]– in the case of vectors of relations R[], as Bloom “abilities”:
Rbloom[]= [observeK, understandK, applyK, analyseK, synthesiseK, evaluateK] (2c) cS(p,K)
= [S(k1, ….kn), M, mk1, mk2….mkn]- for decomposed knowledge kS,
for example for a binary scale M=B= 0/1:
(2d) cSb(p,K)=[S,B,bk1,bk2….bkn] where bki=0/1 if p knows/doesn’t know ki
For the general case
(2e) cRS(p,k)=)= [M, m(ri,kj) R, S] or , using some global competence calculus formulas:
(2f) c(p,k)=[M,m(M)]=f (m(r1),m(r2)…)=g (m(k1),m(k2)…)=h( m(ri,kj) R, S)
2 From learning to explanation
learning: activities as competence operators i-f
M
100%
f
i
ka
f
kb kc kd
i
k1
k1.1
k1.3.2
ke
k
k3
k2
k1.2
c2i
c2f
c3i
c3f
explain
explain
explain
effects of explanation Ci?
on various learners Cf?
0%
k1.3
k1.3.1
mastership
measured
competences
c1i
c1f
knowledge
refining
competences
15
3
k3.1 k3.2
6
2
participate dialog
Subject
consult
13 14
7
12
Expert
11
consult
Novice
10
8
9
Ci
Ci,Cf
Cf
learning topologies
5
Instrument
4
a simple model for explanation
1
3 Modeling explanations (www.ioanrosca.com/educatie/these)
involved domains
ITS, AI, CBT, CAL, CSCL, CSCW, DSS
aspect space
computers, telecommunications
communication science
action,negotiation
system theory
personal projects
ARITM, CPElectro, MAT (training
and education experiences- Romania)
Metamorph, Stereopresentation (
adaptable multimedia composition)
NOVEX,SAFARI (expertcomputer- novice action
and decision sharing)
EASE (retrieval
and matching)
multimedia
language
explanation
unitary
model
logics
rhetoric
NUAC(services
management
on INTERNET)
semiotics
diagrams
ADISA (planning
instructional systems)
information science
sciences of education
MOT,GEFO (orchestrating
pedagogical procedures)
methodology, epistemology
psychology and cognitive science
sociology, human development studies
?
TELOS (facilitating semantic and
technical interoperation between
paradigms interests methods
knowledge management sites)
language criteria
view filters
4 Principles
•
Bipolarity of explanation. Explanation phenomenon is based on the cognitive consonance lived by a
human pair. Synchronous or asynchronous, sonorous, textual or graphical, direct or remote, realized
through communication, resource sharing or co-operation, exploiting the physical interaction through
objects and the innate or cultivated human communication capacities (language etc.)- the explicative
relationship between an "expert" and a "novice" is essentially a bipolar phenomenon, based on the
collaboration between two free-will centres .
•
Knowledge as a communicational system. We obtain a systemic meaning of "knowledge“extending
the phenomenology vision about the unity of the (observed object – observing subject) pair, taking
into account the shared character of knowledge and including, in a single whole, the represented
subject, the representing symbol and the human pair using the representation to communicate on the
subject.
•
Person in society: cognitive duality. The individual cognitive metabolism interferes with that of the
community- in which it is "situated". The communication between two persons can be seen as a
relation between two distinct cognitive systems, but also as a manifestation of the cognitive
physiology of the species' system, ensuring spiritual evolution, through knowledge propagation.
•
Structure/process duality: existence/transformation, adaptation/evolution,
ontogenesis/phylogenesis. The physical and conceptual entities, tied by relationships, create systemic
units and determine their behavior (physiology). Conversely, the physical and cognitive processes
sediment structures (entities and relations). A complete systemic vision must reveal the existencebecoming duality, using "structures in processes" models.
•
Conservation and change: circular relationships between "model" and "reality". The reality
must be observed and understood (modeled)- even if we wish to conserve it. A reciprocal influences
loop is blend between "reality" and "model" (accentuated- when the phenomena's "model" is used as
an instrument by the participants)- with major behavioral consequences. A such "reality-model"
system has its global physiology.
5 Orientations and propositions
•
The wide specter of "assistance". The concept of "assistance" - covers a large range of significations
("information“, "clarifications“, “guiding”, “teaching”, ”supporting”, "equipping“ etc.) The advanced
"support" systems allow the combination of these possibilities.
•
Distributed intelligence and synaptic tele-informational systems. The intrinsic qualities of a human
assistant (appropriate, available and well-disposed) are difficult to mechanize. The posture of
information "emitter" is multipliable (through the diffusion of the conceiver's "message"), but that of a
learner "listener" or interactive partner- much harder. But prior to cooperating or communicating, the
partners must equip, find and agree themselves. The synaptic "matching" infrastructure, based on the
computer network, can provide contact, contract and management services, forming a "synaptic"
(matching) infrastructure for the collective brain's physiology
•
Explicative capacities and pedagogical indexation. In order to observe the competence equilibrium
around pedagogical operations, I have organised the competences space of a person P on "postures":
(knowK, aimK, explainK(x,y), describeK(x,y), recommendK(x,y), evaluateK(x,y))- where the
parenthesis show a predicate depending on the detained (x) or aimed (y) "mastering level" of the
person to which P could explain directly (transmit by a document, evaluate, recommend etc) the
knowledge k. The indexation of explicative documents poses similar problems to that of referencing
support persons. They can be partially considered the author's representative towards the expected
user (minus the interactivity limitations). That is why I have also characterises their explicative
potential by (c1,c2) increases.
•
Competence conditions and matching services for resource retrieval or concretisation
(3a) (c1 <= c2 si m1<=m2), usable for selecting resources on emergent mode
(3b) c(p/r,k)>=c(a/i,k), for concretisations of abstract actor a by participants p on planned mode
(3c1) e1<=c<o<=e2 or d1<=c<o<=d2 – a support element is sufficient
(3c2) e1<c<d1<e2<o<=d2 – the assistant can lead the learner in the document efficiency range
6 Referencing and retrieving for emergent activities
2 find,
choose
2 find,
choose
3 use
(index)
search
engine
recordset
record
Knowledge
reference k
system
K
exp
rec descriptors
1 declare
knowledge
Participants
p
rec descriptors
use
1 declare
explicative
competence
2 find,
choose
3 use
(consult)
search
engine
recordset
record
Documents
d
4 react
4 react
3 use
(participate)
search
engine
recordset
record
ped
Operations
o
rec descripteurs
1 declare
explicative
potential
search
engine
recordset
record
4 react
2 find,
choose
3 use
(dialog)
rec descriptors
1 declare
explicative
potential
4 react
persons
p1
objects
ob1
o1
a primary rs
procedure
p2
o2
ob2
operations author
compose
model
ob3
ps
support person adapter
support
resource
a1 abstract actors a2
i1
o1
i2
o2
i3
is1
as2 abstract
instruments
b abstract procedure model
7 Adapting
orchestrations
ob x
Function knowledge reference system
editor
resources repositories
Function
adaptor
person directories
concretise
function operations
elements
directories
e meta-procedure
user of functional cycle analyst
record
Function
Function
finds and
react
executor
analyser
executes
px
py
ob x
ob y
ob z
a1
a2
a1
a2
o1
o2
e1
e2
is1
as2
rs x
ps x
c model with concretised elements
is1
executed as2
operation
rs x
ps x
d secondary procedure based on function execution
O
e
O
E
E
O
O
D
D
8 Competence
optimization
E
c1
A
E
E
O
O
O
A
D
a
d
A
D
f2
A
e
E
E
E
O
O
O
d
a
a state changes
for Toeda
topology
c2
f1
e
A
n
e
E
D
d
D
A
D
a
d
e
e
E
E
O
o
D
A
D
A
d
a
d
a
A
R
b global allocation
problem
?