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A modelling framework for constructivist learning in exploratory learning environments

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Standard

A modelling framework for constructivist learning in exploratory learning environments. / Cocea, Mihaela.

Young Researchers Track Proceedings of the 9th International Conference on Intelligent Tutoring Systems, ITS 2008. ed. / Guy Gouardères; Rosa Maria Vicari. University of Quebec, 2008. p. 157-166.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Harvard

Cocea, M 2008, A modelling framework for constructivist learning in exploratory learning environments. in G Gouardères & RM Vicari (eds), Young Researchers Track Proceedings of the 9th International Conference on Intelligent Tutoring Systems, ITS 2008. University of Quebec, pp. 157-166.

APA

Cocea, M. (2008). A modelling framework for constructivist learning in exploratory learning environments. In G. Gouardères, & R. M. Vicari (Eds.), Young Researchers Track Proceedings of the 9th International Conference on Intelligent Tutoring Systems, ITS 2008 (pp. 157-166). University of Quebec.

Vancouver

Cocea M. A modelling framework for constructivist learning in exploratory learning environments. In Gouardères G, Vicari RM, editors, Young Researchers Track Proceedings of the 9th International Conference on Intelligent Tutoring Systems, ITS 2008. University of Quebec. 2008. p. 157-166

Author

Cocea, Mihaela. / A modelling framework for constructivist learning in exploratory learning environments. Young Researchers Track Proceedings of the 9th International Conference on Intelligent Tutoring Systems, ITS 2008. editor / Guy Gouardères ; Rosa Maria Vicari. University of Quebec, 2008. pp. 157-166

Bibtex

@inbook{710c9e058d6948eca0c08bab7b51f256,
title = "A modelling framework for constructivist learning in exploratory learning environments",
abstract = " Exploratory learning has been proved to be beneficial for learning when guidance and support is provided. This is a challenging issue as balance between freedom and control is a strong requirement in this context. In thispaper the challenges involved are discussed together with the way they affect the process of learner modelling. We discuss previous attempts to model the learner in exploratory learning, and how they fall short, and propose as analternative a learner modelling framework for exploratory learning environments that adopts the constructionist view of learning. We investigatethe application of this framework in the domain of mathematical generalisationand discuss how the model can potentially support feedback generation. Anexample is discussed in detail, and an approach based on case-based reasoningand soft computing is presented to represent and process short-term and long-term learner behaviour and knowledge in the learner model. ",
author = "Mihaela Cocea",
year = "2008",
month = jun,
language = "English",
pages = "157--166",
editor = "Gouard{\`e}res, {Guy } and Vicari, {Rosa Maria }",
booktitle = "Young Researchers Track Proceedings of the 9th International Conference on Intelligent Tutoring Systems, ITS 2008",
publisher = "University of Quebec",

}

RIS

TY - CHAP

T1 - A modelling framework for constructivist learning in exploratory learning environments

AU - Cocea, Mihaela

PY - 2008/6

Y1 - 2008/6

N2 - Exploratory learning has been proved to be beneficial for learning when guidance and support is provided. This is a challenging issue as balance between freedom and control is a strong requirement in this context. In thispaper the challenges involved are discussed together with the way they affect the process of learner modelling. We discuss previous attempts to model the learner in exploratory learning, and how they fall short, and propose as analternative a learner modelling framework for exploratory learning environments that adopts the constructionist view of learning. We investigatethe application of this framework in the domain of mathematical generalisationand discuss how the model can potentially support feedback generation. Anexample is discussed in detail, and an approach based on case-based reasoningand soft computing is presented to represent and process short-term and long-term learner behaviour and knowledge in the learner model.

AB - Exploratory learning has been proved to be beneficial for learning when guidance and support is provided. This is a challenging issue as balance between freedom and control is a strong requirement in this context. In thispaper the challenges involved are discussed together with the way they affect the process of learner modelling. We discuss previous attempts to model the learner in exploratory learning, and how they fall short, and propose as analternative a learner modelling framework for exploratory learning environments that adopts the constructionist view of learning. We investigatethe application of this framework in the domain of mathematical generalisationand discuss how the model can potentially support feedback generation. Anexample is discussed in detail, and an approach based on case-based reasoningand soft computing is presented to represent and process short-term and long-term learner behaviour and knowledge in the learner model.

M3 - Chapter (peer-reviewed)

SP - 157

EP - 166

BT - Young Researchers Track Proceedings of the 9th International Conference on Intelligent Tutoring Systems, ITS 2008

A2 - Gouardères, Guy

A2 - Vicari, Rosa Maria

PB - University of Quebec

ER -

ID: 1737319