Active Learner Modelling
Active Learner Modelling
复制标题
主动学习者建模
DOI：
10.1007/3-540-45108-0_9
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发表时间：
2000
期刊：
影响因子：
--
通讯作者：
S. Bull
中科院分区：
文献类型：
--
作者：
G. McCalla;Julita Vassileva;J. Greer;S. Bull
通常认为“学习者模型”是学生对领域内容理解的全局描述。我们提出了一个学习者模型的概念，重点是建模过程，而不是全球性的描述。在这种重新表述中，没有传统意义上的单一学习者模型，而是虚拟的无限的潜在模型，由特定的计算代理“及时”计算一个或多个个体，达到特定目的所需的广度和深度。因此，学习者模型是支离破碎的，相对化的，局部的，而且往往是肤浅的。此外，学习者的社会方面可能与内容知识一样重要。我们探讨了分散的学习者模型的影响，从两个协作学习系统的例子。主要的论点是，在分布式支持环境，将是明天的ITSs的特点，这将是从字面上讲，不可能的学习者模型作为一个单一的独特的实体。相反，“学习者模型”在其动词意义上被认为是在学习期间根据需要计算的动作。
It is common to think of a “learner model” as a global description of a student’s understanding of domain content. We propose a notion of learner model where the emphasis is on the modelling process rather than the global description. In this re-formulation there is no one single learner model in the traditional sense, but a virtual infinity of potential models, computed “just in time” about one or more individuals by a particular computational agent to the breadth and depth needed for a specific purpose. Learner models are thus fragmented, relativized, local, and often shallow. Moreover, social aspects of the learner are perhaps as important as content knowledge. We explore the implications of fragmented learner models, drawing examples from two collaborative learning systems. The main argument is that in distributed support environments that will be characteristic of tomorrow’s ITSs, it will be literally impossible to speak of a learner model as a single distinct entity. Rather “learner model” will be considered in its verb sense to be an action that is computed as needed during learning.