Lifelong Learning Companion:Lifelong Learning Companion:– A Grand Challenge Problem for Advanced Learning Technologies– A Grand Challenge Problem for Advanced Learning Technologies

Tak-Wai ChanTak-Wai Chan

National Central UniversityNational Central University

TaiwanTaiwan

A trace of thoughts & worksA trace of thoughts & works

Intelligent Tutoring System (ITS)(Carbonell, 1970)

Classical ITS model (Self, 1974)Classical ITS model (Self, 1974)

domain knowledge

student model tutoring strategy

what

who how

interface

Learning CompanionsLearning Companions~ ~ idea in my PhD thesis (ITS 1988)idea in my PhD thesis (ITS 1988)

ROLEROLE:: tutortutor vs. vs. companioncompanion

NUMBERNUMBER:: single charactersingle character vs. vs. multiple charactersmultiple characters

PEDAGOGICAL MODELPEDAGOGICAL MODEL:: learning by being tutoredlearning by being tutored vs. vs. collaborative learning / collaborative learning / competitive learning / competitive learning / learning by teaching learning by teaching

ITS Model

Learning Companion System Model

tutor’stutor

Dyad synchronous network learning with virtual learning companions(Chan, et. al., 1992, 1995)

collaborator collaboratoropponent opponent tutortutee tutor tutee

(Chan, et. al. 1997, Lee, et. al, 1998, Chou, et. al. 2002, Yu, et. al., 2002, 2003, 2004)

From Learning Companions From Learning Companions to Social Learningto Social Learning

~ ~ AIED 1995AIED 1995

Elementary Schools

High Schools

Universities

America Asia-PacificAfrica Europe

Networked learning inside classrooms Networked learning inside classrooms with learning companionswith learning companions

Global social learning clubGlobal social learning club

Learning in larger contextLearning in larger context

Five educational Five educational goals: goals: cognition, motivation, cognition, motivation, sociability, attitude, sociability, attitude, and ethicsand ethics

Infrastructure for Infrastructure for Future Network LearningFuture Network Learning

~ ~ ITS 2000ITS 2000

EduCities

EduTowns

EduVillages

1:1 digital classroomnetwork learning society

(1.5 million people)

(2,500 schools)

(20,000 classes)

Now, from Top down to Bottom upNow, from Top down to Bottom upEnough?Enough?

QuestionQuestion

What will be the roles and the future of learning What will be the roles and the future of learning

companionscompanions in EduCities, in 1:1 digital classrooms, or for general ain EduCities, in 1:1 digital classrooms, or for general a

dvanced learning technologiesdvanced learning technologies

in 10 years, or in in 10 years, or in 100 years100 years??

Why Why 100 years100 years??It’ll take at least a century to settle the changes It’ll take at least a century to settle the changes

caused by technology to educationcaused by technology to education

1995 2005 2095

Learning Companion Learning Companion Related Research Over the YearsRelated Research Over the Years

Multiple learning companions (Finland)Multiple learning companions (Finland)Pedagogical agents (USC)Pedagogical agents (USC)Trouble makers (Montreal U)Trouble makers (Montreal U)Teachable agents (Venderbilt, Stanford)Teachable agents (Venderbilt, Stanford)Affective learning companions (MIT)Affective learning companions (MIT)Animal companions (Taiwan)Animal companions (Taiwan)etc.etc.

Will there be a better general name Will there be a better general name than learning companion?than learning companion?

Yes, ‘virtual character’Yes, ‘virtual character’But ‘companion’ could imply a long term cBut ‘companion’ could imply a long term c

ompanionship taking on various rolesompanionship taking on various roles

Lifelong learning companionLifelong learning companion(Chan, 2000; Chan, et. al., 2001; Chou & Chan, 2003)(Chan, 2000; Chan, et. al., 2001; Chou & Chan, 2003)

baby: learning companion as a cradlebaby: learning companion as a cradle

small kid: learning companion as a toysmall kid: learning companion as a toy

pupil: learning companion as a petpupil: learning companion as a pet

teenager: learning companion as a peerteenager: learning companion as a peer

adult: learning companion as a mentoradult: learning companion as a mentor

elder: learning companion as a petelder: learning companion as a pet

Also, what will be appearances of Also, what will be appearances of learning companions in digital learning companions in digital

era?era?

humancomputerinteraction

distancehuman

interaction

face-to-facehuman

interaction

standalone computers

Internet

mobile & wireless devices;wearable computing

CYBER PLATFORM

NATURAL PLATFORM

invisible & ubiquitous computing

outdoor: natural as classroom

context-aware physical environmentcontext-aware physical environment indoor: smart wall smart desk

digital tangiblesdigital tangibles

digital manipulativedigital toy

Digital TangibleDigital Tangibledigital manipulatives (Cheng, et. al., 2005)digital manipulatives (Cheng, et. al., 2005)

Embedded Computer

Digital TangibleDigital Tangibletangible companion (Shu, 2005)tangible companion (Shu, 2005)

Taxonomy of learning companionsTaxonomy of learning companions

aspectsaspects categoriescategories

constituentconstituent cyber companioncyber companion

tangible companiontangible companion

similitudesimilitude animal companionanimal companion

human-like companionhuman-like companion

cartoon companioncartoon companion

social rolesocial role teachable companionteachable companiontutor companiontutor companioncollaborator companioncollaborator companionchallenger companion (opponent, critic, or challenger companion (opponent, critic, or

troublemaker)troublemaker)team companionteam companion

Taxonomy of learning companionsTaxonomy of learning companions

tangible human-like tangible human-like companionscompanions

tangible animal companionstangible animal companions

widget human companionwidget human companion robot companionrobot companion facial companionfacial companion stuffy human companionstuffy human companion

widget animal companionwidget animal companion movable animal companionmovable animal companion stuffy animal companionstuffy animal companion

Is lifelong learning Is lifelong learning companion feasible?companion feasible?

Can we record experience Can we record experience of one’s life?of one’s life?

Let us ask a basic question: Let us ask a basic question:

Why we bother having Why we bother having

““technology” enhanced learning?technology” enhanced learning?

EngagementReflection

EngagementReflection

advanced learning technologies deepen both

Toward backward-forward theory of learning

supported by digital technology!

Why bother reflection?Why bother reflection? ““One has to reflect three times a day!” One has to reflect three times a day!”

said by one of Confucius’s studentssaid by one of Confucius’s students

from immediate feedbacks while one is learning to retrospection on one’s personal life from immediate feedbacks while one is learning to retrospection on one’s personal life historyhistory short time span to long time spanshort time span to long time span

information for success or failure in seeking for improvementinformation for success or failure in seeking for improvement believable information for achievementbelievable information for achievement

understanding better self-limitations and opportunitiesunderstanding better self-limitations and opportunities freedom of learningfreedom of learning

learn better >> learn more

will learn >> can learn

learn about yourself >> learn about other things

Only then, you learn the right thing and learn it rightly, and with enjoyment!

Learning companion can play important roles on

reflection & engagement!

How do we build How do we build learning companion learning companion to support reflection?to support reflection?

tutoring strategystudent model

domain knowledge

learner profile pedagogical model

interface

content

experience

# of people: individual to large communitytime span: last second to past personal life to generations

How do we build learning companion usHow do we build learning companion using learner profile?ing learner profile?

individuallearnerprofile

otherlearners’profiles

domain expertknowledge

student assessmentroles and persona

multi-media

learning companion

currentproblem

lifelongprofile

currentsubject

What does it imply by using What does it imply by using learner profile to simulate learner profile to simulate

animal companions?animal companions?

acting an “active” mirror to support self-acting an “active” mirror to support self-reflectionreflection

being your second selfbeing your second self

Classical ITS modelClassical ITS model

domain knowledge

learner profile pedagogical model

interface

what

who how

CSCLITS / AIED

WMTEICALT

How does learning companion How does learning companion support ‘engagement’?support ‘engagement’?

Real life is tough!Real life is tough!– – most esteemed positions are occupiedmost esteemed positions are occupied

physiological needs

love & belonging needs

safety needs

self-esteem needs

self-actualization needs

Communications in digital eraCommunications in digital era

with a group of human beings, orwith a group of human beings, or

with a group of learning companions, orwith a group of learning companions, or

with human beings and learning companions with human beings and learning companions

Worlds & RulesWorlds & Rules

Create worlds Create worlds with narratives (stories)with narratives (stories)

Create Rules Create Rules rules rules roles roles identity identity expectation expectation

values values goal goal

My animal companions My animal companions -- “Disneyficating” the learner (ICCE, 1999)-- “Disneyficating” the learner (ICCE, 1999)

Projection Projection

The goal of the learning companion becomes the goal of the learner!

Work hard, take the challenge, no complaint because

you take the goal of the learning companion as your goal and

you take the values of the learning companion as your values!

You shall succeed in these worlds and you shall transfer your confidence to the real world!

EngagementReflection

Now, if we can deepen bothreflection and engagement …

Can we reach a possible ultimate goal on education with technology?

Confidence-based learning hierarchyConfidence-based learning hierarchy

confidence

reflection

effortcaringinterestcritical thinking

(cognitive) (emotional) (social) (attitudinal)

perseveranceleadershippassioncreativity

entrepreneurship

inner freedom

Design with Design with dynamics or balances between dynamics or balances between

reflection and engagementreflection and engagement

Animal companions Animal companions in 1:1 digital classroomsin 1:1 digital classrooms

Grand Challenge ProblemsGrand Challenge Problems

A grand challenge defines a commitment by a scientific community to work together towards a common goal, considered to be valuable and achievable within a predicted timescale.

Grand Challenge ProblemCriteria (Jim Gray, 1998)

Understandable– Goal is simple to state. Helps recruit colleagues, support.

Challenging– Should not be obvious how to achieve the goal - which has often been around fo

r a long time. Some may believe goal is impossible.

Useful– If the goal is achieved, the results should be clearly useful to many people at lar

ge.

Testable– Solutions should have a simple test so that one can measure progress - one can

tell when the goal is achieved.

Incremental– Very desirable that the goal has intermediate milestones so that progress can be

measured along the way. Keeps most researchers going.

Grand Challenge ProblemCriteria (Roy Pea, 2003)

1) Understandable, with Significance. – Clearly stated compelling case for contributing to long t

erm benefits for science, industry and society.

2) Challenging, and Timely. – Hard problems within conceivable reach in 15-20 years w

ith concerted coordinated efforts.

3) Clearly useful, in terms of Impact and Scale. – If problem is solved, contributes to long term benefits for

many people at large, and with international scope.

4) Metrics: Testable and Incremental. – Can measure progress, incremental milestones.

Strategy 1Strategy 1

Cardinal subjectsCardinal subjectsK-12 math, basic language learning, K-12 math, basic language learning,

calculus, general physicscalculus, general physics

+ -

*

300 conceptnodes

integration by parts

Calculus as exampleCalculus as example

Is it possible to evolve

the ‘globally best’

pedagogical model for

learning ‘subtraction’?

However, globally best pedagogical However, globally best pedagogical model for learning subtractionmodel for learning subtraction

it is best for an individual with respect it is best for an individual with respect to his/her personal learning history!to his/her personal learning history!

Strategy 2Strategy 2

International assessment (e.g. PISInternational assessment (e.g. PISA)A)

bench marking learning performancebench marking learning performance

ISO9500 (Roschelle et. al, 2005)ISO9500 (Roschelle et. al, 2005)

Strategy 3Strategy 3

StandardizationStandardization – – standardizing learner profile format and standardizing learner profile format and

privacy securityprivacy security

– – can the movement be similar to SCORM?can the movement be similar to SCORM?

Strategy 4Strategy 4

International collaborative researchInternational collaborative research

G1:1 frameworkG1:1 framework

Elementary Schools

High Schools

Universities

America Asia-PacificAfrica Europe

G1:1 G1:1 a global network of collaborativea global network of collaborative research researchThe real “global social learning club” The real “global social learning club”

Classical ITS modelClassical ITS model

domain knowledge

learner profile pedagogical model

interface

what

who how

CSCLITS / AIED

WMTEICALT

ICALT ICALT

ICALT

ICALT community perhaps is ICALT community perhaps is the best communitythe best communityto set up milestonesto set up milestones

for solving this grand challenging problem!for solving this grand challenging problem!

Thanks!Thanks!