Vorlesung KI

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Didactic Design through Storyboarding Standard
Concepts for Standard Tools Klaus P.
Jantke German Research Center for Artificial
Intelligence The Competence Center for e-learning
(CCeL) Saarbrücken, Germany Rainer Knauf Faculty
of Computer Science and Automation Chair of
Artificial Intelligence Technical University of
Ilmenau Ilmenau, Germany
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1 Introductory Remarks
What kind of knowledge is required for
designing e-learning systems?
Topical Knowledge Domain Area of Studies
badly under-estimated
Didactic Knowledge Learner-Machine Interaction
IT-related Knowledge Implementation Technologies
Many more disciplines are involved Ergonomics,
Social Sciences, Psychology, ... The design of
an e-learning systems is a quite
interdisciplinary project.
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• How to promote didactic knowledge when designing
  (e-) learning systems?
• How to include didactic variants of presenting
  materials?
• What determines the variants?
• teaching methods?
• available material?
• the environment a room, a green meadow, air
  conditions, .
• the learners their pre-skills, their number,
• the teacher(s)
• machine(s) or human(s)
• topical skills
• social skills
• IT-related knowledge
• - what else?
• How to choose an appropriate variant according to
  the particular circumstances during the learning
  process?

• Here, we suggest an AI-typical approach to face
  these issues
• Propose a modeling concept for Didactic
  Knowledge Storyboards
• Suggest a (standard-) tool to develop and process
  such models Viso

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2 Storyboards so far

• Some people promise they are useless when using a
  certain platform for developing e-learning
  systems

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• Others offer storyboarding as an important
  service for developing e-learning systems, but
• limit it to a concept of organizing
  software-technological documents at a high level
  design and
• dont model the learning process with it.
• This is not appropriate to model humans learning
  process.
• Again, others, admit the usefulness of
  storyboards, but have a quite unsophisticated
  imagination of it, which is far away from a
  workflow directed technology to implement
  learning platforms

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3 Motivating Didactic Design
What learning?

• Learning is a process of (re-)constructing
  knowledge
• by actively dealing with
• content represented as media objects
  (textbooks, slides, talks, movies, - course
  material)
• human actors teachers, tutors, co-learners
• in a certain location characterized by
• room conditions
• presentation equipments
• by a certain form of interaction between the
  (human and non-human) agents
• influenced by soft factors like
• the agents moods
• formal and social relations of agents to each
  other
• individuals outside the learning process
• driven by
• the learners pre-conditions and needs

Since at least (4) and (5) are very individual,
different learners may construct different
knowledge in the same environment settings (1),
(2) and (3).
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4 Storyboarding - Our Concept

• Objectives and differences to concepts so far
• driven by the human learning process,
• not by software-technological concepts
• supporting the development of technology enhanced
  learning,
• not the design of e-learning systems
• organizing learning experience,
• not learning materials
• concentration on the learners activities,
• not on the use of e-learning systems
• More generally, technological progress
• has to support the satisfaction of natural
  human wishes (like learning, e.g.) by providing
  tools that help to perform appropriate activities
  and
• must not force humans to adapt their natural
  desires and activities to current (software-)
  technological standards or tools.
• Requirements to the Storyboard approach to
  support didactic design
• clarity by providing a formal high-level modeling
  approach, which enjoys
• simplicity and
• visual appearance

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• Core notion
• A storyboard is a graph with annotations to its
  nodes and edges
• Nodes are scenes or episodes the edges specify
  transitions between them.
• Scenes are atomic and may be implemented in
  different ways.
• Episodes are composite and are described by
  sub-graphs.
• Key annotations to nodes specify actors and
  locations.
• Free text annotations to nodes and edges may
  represent didactic intensions.

• More specifically,
• nodes that represent episodes may be expanded by
  sub-graphs storyboards are hierarchically
  structured graphs by their very nature
• comments to nodes and edges are intended to carry
  information about didactics, i.e. educational
  meta-knowledge. Goals are expressed and variants
  are sketched
• edges may be colored to carry information about
  activation constraints and any variants of their
  adaptive availability. Certain colors may have
  some fixed meaning like usage for certain
  educational difficulties
• actors and locations are assigned to atomic
  nodes, only and
• certain scenes represent documents of different
  media types like pictures, videos, oral talks,
  PDFs, Java applets, formatted texts,

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An example Annotations to a (atomic) scene
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Peculiarities of the proposed concept

• Again, storyboards do not organize materials, but
  experience related to materials.
• The agents are not limited to computers (as the
  source of knowledge transfer) and humans (as the
  destination of knowledge transfer).
• The documents are not limited at all to any
  e-learning system's content, but allow for a
  large variety of document types (scripts, slides,
  books, ).
• The setting doesn't have to be a learner sitting
  in front of a computer, but also a group of
  learners, co-learners, teachers, software agents,
  in a lecture room, at a coffee place, at a
  green meadow,
• Both online and offline experiences are involved.
• Episodes may have alternative implementations
  (online vs. offline, e.g.)
• Didactic concepts result in developing patterns
  of graph structures and thus, become explicit,
  visible, and subject of quality assurance.

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5 Storyboarding in Practice

• Basic principles
• Top-down design
• Keep an overview by
• starting with a top-level storyboard of about 6
  nodes and becomes subject of refinement
• developing small graphs only and
• nesting them appropriately
• Collect scenes and episodes first and discus
  their appropriate linking later

An Example A Data Mining Course

• Here, we chose a problem-oriented, explorative
  style of transferring knowledge.
• principle 1 start by a top-level graph
• principles 2 and 3 ended up with
• an 11 nodes initial top-level graph with one
  episode unlinked at all
• which turned to a 13 nodes graph with all nodes
  linked and introducing
• different design variants
• different colors of edges to reflect different
  learners preferences

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Top Level Storyboard of the Example

• Episode Introductory Case Study can be
  implemented in different ways
• Individual studies with a Web-based system
  (JANTKE)
• Classical lecture (KNAUF)
• Discussion group offline (an option for others)
• What about the lonely node Stories of Success ?
• In the early design stages its integration has
  been left open until we found a didactically
  motivated integration

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Didactically Driven Paths - Embedding Stories
of Success

• Generally, all transitions are accessible by all
  learners.
• Guidance offered to particular learners are
  didactically driven
• Light blue edges transitions recommended for
  illustration oriented learners

Variant 1 Using this episode for repeated
motivation
Variant 2 Using this episode for final
illustration
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Alternative Node Implementations - Refining
the episode Introductory Case Study Revisited
Depending on the available resources, the actors
preferences, the implementation of a node may
differ.
This node has three implementation variants

• An episode State of the Affair Summary
• A scene Spam Mail Classification Revisited
  implemented by lecture slides (KNAUF)
• A training-oriented Open Space scene (JANTKE)
• extended by the human actors (Learner,
  Co-learner, Trainer)
• commented by an informal description of (required
  prerequisites and didactic intentions)

The latter variant nicely illustrates that the
approach goes far beyond the issue of designing
e-learning environments!
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6 Summary and Outlook

• Storyboarding is a way of managing didactic
  knowledge for organizing learning experience.
• The proposed concept leads far beyond the limits
  of software engineering.
• All didactic forms including collaborative and
  competitive work and classical learning forms may
  be included.
• Didactic design becomes explicit and subject of
  quality assurance.
• As a vision, the comprehensive use of this
  approach will lead to typical design patterns of
  successful storyboards.
• Thus, it is the first step towards exploring and
  learning (new) general didactic knowledge as
  graph-templates by analyzing particular
  successful storyboards.

to (5) A problem-driven, explorative didactic
template seems to be