COSC 4126 learning - D Goforth Automation of learning learning machines.

COSC 4126 learning - D Goforth

Automation of learning

learning machines

COSC 4126 learning - D Goforth

Pavlov – 1904

doing digestion experiments on dogs dogs salivated on seeing/smelling food in lab, a bell rang just before dogs fed dogs ‘conditioned’ to salivate

when bell rang

accidental discovery of learned response

COSC 4126 learning - D Goforth

Automation begins nineteenth century – public education

large numbers of learners cost and number of teachers many-to-one efficient

“scientification” of psychology from ‘mental muscle’ to research of

phenomena: memory and perception

COSC 4126 learning - D Goforth

Edward Thorndike “If, by a miracle of mechanical ingenuity, a

book could be so arranged that only to him who had done what was directed on page one would page two become visible, and so on, much that now requires personal instruction could be managed by print.” Thorndike, E.L. (1912). Education: A first book. New York: The MacMillan Company

is this game levels?

COSC 4126 learning - D Goforth

Edward Thorndike

three conditions that maximized learning Law of effect: stated the likely recurrence

of a response is generally governed by its consequence or effect, generally in the form of reward or punishment.

Law of recency: the most recent response is likely to govern the recurrence.

Law of exercise: stimulus-response associations are strengthened through repetition.

COSC 4126 learning - D Goforth

Claimed advantages of automation

restore one to one attention immediate feedback individualized pace of progress

improve quality have ‘best’ teachers prepare machine

materials

COSC 4126 learning - D Goforth

Machine based learning Sidney Pressey automated testing machine for memory

research multiple choice questions subject presses buttons for choices machine tallies results

revised machine for learning (~Thorndike) machine advances with right answer only learner tries again if wrong

COSC 4126 learning - D Goforth

B.F. Skinner -behaviourism

Psychologist B. F. Skinner believed it

might be possible to

teach arithmetic more efficiently using machines

like those he devised for

teaching animals.

knob cannot be turned until answer is correct

COSC 4126 learning - D Goforth

B.F. Skinner

advanced version with trustWhile not all answers punched // repeat sequence

While more frames // do all framesShow next frame and questionStudent enters answerStudent covers answer with clear windowReveal correct answerIf student answer correct

student punches hole beside answer

COSC 4126 learning - D Goforth

Programmed learning

based on Skinner’s principles (similar to Thorndike)

content is broken into very small steps so new knowledge is ‘obvious’

repetition reinforces knowledge learner is seldom wrong, always

‘rewarded’ (motivation)

COSC 4126 learning - D Goforth

Example – frame 1

MANUFACTURE means to make or build. Chair factories manufacture chairs.

Copy the word here:

_ _ _ _ _ _ _ _ _ _ _

B.F. SKinner. 1958. Teaching Machines. Science 128(3330), 969-977

COSC 4126 learning - D Goforth

Example – frame 2

Part of the word is like part of the word FACTORY. Both parts come from an old word meaning make or build.

M A N U _ _ _ _ U R E

COSC 4126 learning - D Goforth

Example – frame 3

Part of the word is like part of the word MANUAL. Both parts come from an old word for hand.

_ _ _ _ F A C T U R E

COSC 4126 learning - D Goforth

Example – frame 4

The same letter goes in both places.

M _ N U F _ C T U R E

COSC 4126 learning - D Goforth

Example – frame 5

The same letter goes in both places.

M A N _ F A C T _ R E

COSC 4126 learning - D Goforth

Example – frame 6

Chair factories

_ _ _ _ _ _ _ _ _ _ _

chairs.

COSC 4126 learning - D Goforth

Non-linear versions ofprogrammed learning

branch to different content based on answer to a question Norman Crowder. 1960. The Arithmetic

of Computers. Doubleday and Co. TUTORTEXT

COSC 4126 learning - D Goforth

Computer-basedprogrammed learning

use computer to evaluate answers determine question to present next

this form of CAI still exists today WebCT TLM http://webwork.math.rochester.edu/

research goal – intelligent tutoring systems

COSC 4126 learning - D Goforth

Intelligent tutoring systems

learner

content expert

intelligent tutor

repeat

1. tutor gets content from expert

2. tutor presents content to learner

3. tutor evaluates learner response

4. tutor updates model of learner

5. tutor plans next interaction

model of learner

COSC 4126 learning - D Goforth

Programmed learning

psychological basis: behaviourisminternal structure of brain/mind is

unknowable study human behaviour as ‘black box’ study scientifically by controlling

stimulus and studying response show learning as changed response to

same stimulus

COSC 4126 learning - D Goforth

Piaget and Cognitivismopen the black box

make theoretical models of how mind works

strong interaction between computing and psychology mind as information processor input/perception, output/action short-term memory, long-term memory

artificial intelligence

COSC 4126 learning - D Goforth

Cognitivism – learning principles

learner needs to experience, not just be told

learner constructs own ‘model’ of knowledge

learner learns when perception and model in long-term memory conflict

COSC 4126 learning - D Goforth

Cognitivism – learning principles

perception from senses

model in memory

conscious awareness

agreement

add to model

disagreement

revise model

new model

COSC 4126 learning - D Goforth

Cognitivism – implications for teaching and learning learner control of sequence active participation increasingly complex microworlds (LOGO) multiple points of view/representations metacognition simulations tools metaphors reflection – thinking about thinking

COSC 4126 learning - D Goforth

Cognitivism examplenaïve physics

teaching intuition of physics is hard even college students who can do the

math have wrong intuitionsball spinning on a string

cut the string;what’s the path?

(a) (b) (c)

COSC 4126 learning - D Goforth

White and Frederiksen Thinkertools

premise: ‘real world’ intuitions are too strong to overcome main problem is friction

interferes with understanding of force, motion, acceleration, momentum

hypothesis: build intuition with virtual experience ‘air puck’ world

COSC 4126 learning - D Goforth

LOGO programming language

first-person view of motion forward, back, left, rightwith respect to current position and heading

personal motion as metaphor for programming

metacognition – think about thinking