Technologies that Enhance
Learning
W. Lewis Johnson
Center for Advanced Research in
Technology for Education (CARTE)
Univ. of So. Calif. / Info. Sci. Inst.
http://www.isi.edu/isd/carte
johnson@isi.edu
University of Southern California, Information Sciences Institute
APS
Purpose of CARTE
CARTE is: the Center for
Advanced Research in
Technology for Education at
USC / ISI
 CARTE is a leader in:
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Developing new technologies
Applying them in real learning
environments
Our goal: instruction that is
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More responsive to student needs
More interactive and collaborative
Motivating and engaging
University of Southern California, Information Sciences Institute
APS
The Next Wave: On-Line
Education
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Colleges are increasingly delivering
instruction on line
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Learning materials (lectures, notes) accessed via
the Web
Homework submitted via email or on-line quizzes
On-line discussions instead of classroom
discussions
Course data managed by course management
systems (e.g., Blackboard, Mallard)
University of Southern California, Information Sciences Institute
APS
Shortcomings of On-Line
Instruction
Most on-line courses do not differ
significantly from conventional
courses
 Guidance and feedback are limited
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Scoring of right & wrong answers
Email places new burdens on instructor
Limited ability to fit the needs and
interests of individual learners
University of Southern California, Information Sciences Institute
APS
Example: Introductory
Chemistry at USC
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Department of Chemistry has
incorporated technology extensively
into curriculum
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Online grades, and exam keys
3D chemical models, animations
Interactive tutorials, web quizzes
Simulations
Still, they identified unmet needs:
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Tutorials that adapt to learner responses
Exercises that focus on learning and applying
chemical principles
University of Southern California, Information Sciences Institute
APS
Objectives of Our Research
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On-line multimedia that significantly
improves (on) classroom instruction
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Lessons that keep learners highly motivated
Interactive problem solving experiences, with
guidance and feedback
Software that helps learners meet individual
learning goals
University of Southern California, Information Sciences Institute
APS
What the Student Sees Now
(on demand web cast)
Microsoft Media Player
University of Southern California, Information Sciences Institute
PDF or PowerPoint
APS
USC DEN – Webcasting (updates)
Source encoding
Live chat, polling, etc.
University of Southern California, Information Sciences Institute
High resolution image sync. direct
from multiple sources)
(computer, video, document camera)
APS
DEN Technology In The Future
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More use of on-line lecture notes and
exercises, less talking head video
Improve learning experience for
remote AND on-campus students
More support for interactive,
collaborative exercises
Greater use of innovative
technologies, e.g., guidebots
University of Southern California, Information Sciences Institute
APS
Guidebots
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Animated characters that:
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Interact with students in learning envs.
Model skills being taught
Help keep learning on track
Act as guides, tutors, teammates
Engage in instructional dialog
Enhance motivation and interest
University of Southern California, Information Sciences Institute
APS
Guidebot-Assisted Learning
Projects at CARTE
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Virtual reality training environments
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Interactive multimedia dramas
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Application: military training
Application: health communications
On-line guided problem solving
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Applications: medicine, dentistry, chemistry,
engineering
University of Southern California, Information Sciences Institute
APS
Roles of Guidebot
To provide voiceover commentary
 To ask and answer questions
 To offer advice and guidance
 To assess learner knowledge
 To intervene motivationally
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University of Southern California, Information Sciences Institute
APS
Lessons from Educational
Psychology
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Course should support active learning
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Course should obey principles of
multimedia learning
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Guidebots support individual initiative and sensemaking activities
Guidebots are designed to obey these principles
Course should enhance learner
motivation
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Guidebots enhance both cognitive and motivational
aspects of learning
University of Southern California, Information Sciences Institute
APS
Lessons from Expert Tutors
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Expert tutors attend to both
motivational and cognitive factors
(Lepper et al., 1993)
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Inspiring learner curiosity and interest
Challenging learners to test their limits
Offering help and reassurance when they encounter
difficulties
Our goal is to impart these
characteristics into educational
software
University of Southern California, Information Sciences Institute
APS
Adele (Shaw, Johnson,
Ganeshan)
Designed for use with Webbased courseware
 Application: case-based health
science courseware
 Monitors students solving
cases
 Gives advice, hints, feedback
 Explains rationales for actions
 Intervenes if the student
makes serious mistakes
 Evaluates student performance
 Records student performance
for later review
University of Southern California, Information Sciences Institute
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APS
Applications of Adele
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Emergency trauma care
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Clinical problem solving in medicine
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Collaborator: Beverly Wood, MD
Collaborators: Allan Abbott, MD, Beverly Wood, MD
Clinical problem solving in dentistry
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Collaborators: Roseann Mulligan, DDS, School of
Gerontology
University of Southern California, Information Sciences Institute
APS
Examples
University of Southern California, Information Sciences Institute
APS
Components of Diagnostic
Tutoring
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Probablilistic reasoner
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To evaluate hypotheses and actions
Diagnostic strategy tracking
 Student model
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To select content for interventions
Tutorial strategy
University of Southern California, Information Sciences Institute
APS
Student Model
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Current implementation tracks
student’s understanding of causal
relations between physiology and
disease
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Reflects instructional objectives for undergraduate
medical instruction
Overlay model updated
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When tutor informs the learner of relationship
When student confirms knowledge of relationship
University of Southern California, Information Sciences Institute
APS
Diagnostic Focus of Attention
= instructional objective
Smoking
Recurrent viral infections
Chronic bronchitis
Current focus of attention
Chronic bronchial inflammation
Chronic air passage obstruction
Cough
University of Southern California, Information Sciences Institute
APS
Mission Rehearsal Exercise
(ICT)
University of Southern California, Information Sciences Institute
APS
An Evaluation of Adele
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HBR version tested in focus group test
with medical students
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Students worked in dyads
Findings:
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Students liked the way Adele uses hints to lead
them in the right direction
Students tended to ask for hints only when Adele
prevented students from proceeding (at diagnosis)
Students liked Adele’s questions about motivation,
and spent significant time discussing them
University of Southern California, Information Sciences Institute
APS
Relevant Principles of
Multimedia Learning
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Guidebots work in part because they
adhere to the principles of multimedia
learning:
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Multimedia Principle
Temporal Contiguity Principle
Coherence Principle
Modality Principle
Individual Differences Principle
University of Southern California, Information Sciences Institute
APS
Other Relevant Psychological
Factors
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Motivational factors:
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Control
Curiosity
Challenge
Confidence
Cognitive factors:
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Goal orientation
Inquiry and self-explanation
Meta-cognition
Learning through problem solving
University of Southern California, Information Sciences Institute
APS
Problem 1
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Describe an instructional technology
method that supports collaborative
learning. Address the following
questions:
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How does collaboration promote learning?
Under what conditions is it most effective in
promoting learning?
What makes your particular method effective, and
why?
University of Southern California, Information Sciences Institute
APS
Problem 2
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Describe an instructional technology
method that supports problem solving.
Address the following questions:
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How does problem solving promote learning?
Under what conditions is it most effective in
promoting learning?
What makes your particular method effective, and
why?
University of Southern California, Information Sciences Institute
APS
Problem 3
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Describe an instructional technology
method that employs multimedia.
Address the following questions:
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How does multimedia promote learning?
Under what conditions is it most effective in
promoting learning?
What makes your particular method effective, and
why?
University of Southern California, Information Sciences Institute
APS