Instructional scaffolding for problem solving and design · TOOL5100: Scaffolding Critiquing...
Transcript of Instructional scaffolding for problem solving and design · TOOL5100: Scaffolding Critiquing...
-
Lecture 3, 17.09.2009
1/24
TOOL5100: Scaffolding
Instructional scaffolding forproblem solving and design
Anders MørchTOOL 5100
University of Oslo, 17.09.2009
-
Lecture 3, 17.09.2009
2/24
TOOL5100: Scaffolding
Two articles• Wood, D., Bruner, J.S. & Ross, G. (1976). The
role of tutoring in problem solving. Journal ofChild Psychology and Psychiatry, 17, 89-100.
• Oh, Y., Gross, M.D. & Do, E. Y.-L. (2008).Computer-aided critiquing systems: Lessonslearned and new research directions.Proceedings Computer Aided ArchitecturalDesign and Research in Asia (CAADRIA).Chiang Mai, Thailand, pp. 161-167.
-
Lecture 3, 17.09.2009
3/24
TOOL5100: Scaffolding
What they have in common• One article about human tutoring as an
extension of Vygotsky ZPD and withimplications for computer support
• The other article is about computer-aidedcritiquing systems modeled after how expertdesigners critique novice designers’ work inprogress
• Both develop notions of “scaffolding,” thesecond by constructive feedback / critique
-
Lecture 3, 17.09.2009
4/24
TOOL5100: Scaffolding
Differences• Associated with the difference between
problem solving and design– Problem solving is goal-oriented with tasks that
define sub-goals, often one best solution/goal– Design is “open ended” problem solving, with
multiple alternative solutions that are “better orworse” with respect to some reference criteria,rather than well defined goals
– They converge in children's construction kits withone right solution for assembly (like the buildingblock kit used in the first paper)
-
Lecture 3, 17.09.2009
5/24
TOOL5100: Scaffolding
Building block kit for 3-5 yr olds
-
Lecture 3, 17.09.2009
6/24
TOOL5100: Scaffolding
Construction kit
-
Lecture 3, 17.09.2009
7/24
TOOL5100: Scaffolding
Design environment
-
Lecture 3, 17.09.2009
8/24
TOOL5100: Scaffolding
3D design environment
-
Lecture 3, 17.09.2009
9/24
TOOL5100: Scaffolding
Collaborative design of UML diagrams
-
Lecture 3, 17.09.2009
10/24
TOOL5100: Scaffolding
Scaffold, dictionary def
Example usage: The scaffolding must be removed once the house is built.
-
Lecture 3, 17.09.2009
11/24
TOOL5100: Scaffolding
Instructional scaffolding• Bruner et al:• “To enable a child or novice to solve a problem,
carry out a task or achieve a goal that would bebeyond his unaided performance”
• “Scaffolding is accomplished by an adult ormore capable peer controlling those elements ofthe task that are initially beyond the learner’scapacity”
• It acts like individualized feedback from theenvironment, supporting the learner to progress
-
Lecture 3, 17.09.2009
12/24
TOOL5100: Scaffolding
Task• Discovery learning with a a collection of
wooden building blocks• Need to take into account both “blind”
(serendipitous) action and the more rigidinstruction rules followed by the tutor
• The tutor provides scaffolding during thebuilding and learning processes, sometimesbeing there and sometimes fading away tosupport the learner’s gradual development
-
Lecture 3, 17.09.2009
13/24
TOOL5100: Scaffolding
Types of feedback by tutor• Showing
– Direct intervention (giving example)
• Telling– A verbal error prompt (correction, critiquing)– Verbal attempt to make child to make more
constructions (direction and reminder)
-
Lecture 3, 17.09.2009
14/24
TOOL5100: Scaffolding
Experiment with children• The paper describes an experiment with
children aged 3, 4, and 5 years• They interact with a human tutor (adult) who
helps them build a pyramid out of the basicbuilding blocks (shown in foil 5)
• Data is categorized according to the threetypes of scaffolds and compared across agegroups
-
Lecture 3, 17.09.2009
15/24
TOOL5100: Scaffolding
Results
-
Lecture 3, 17.09.2009
16/24
TOOL5100: Scaffolding
Results cont’d• 3 year olds learn less from telling (ignore them)
than from showing (demonstration), 4 yearsare more explorative and verbal and learnsalso from telling (verbal correction anddirection), whereas 5 year olds are moreindependent and need less feedback, theylearn from telling, especially confirmation orchecking of constructions
-
Lecture 3, 17.09.2009
17/24
TOOL5100: Scaffolding
Implications for computer support
• According to Bruner et al a, good tutor makeshypotheses about the learner’s hypothesis
• This is a dynamic process, which is importantfor successful tutoring
• Bruner et al suggest a “task model” and a“learner model” to be part of a “computertutor” to perform at the level of a human tutor
• More about “intelligent tutoring systems” inthe lecture on 08.10.2009. ITS is a type ofeducational technology using AI techniques
-
Lecture 3, 17.09.2009
18/24
TOOL5100: Scaffolding
The scaffolding process• Recruitment (engagement, motivation)• Reduction in degrees of freedom• Direction maintenance• Marking critical features (identify ZPD)• Frustration control• Demonstration (showing)
-
Lecture 3, 17.09.2009
19/24
TOOL5100: Scaffolding
Computer-aided critiquing• Critiquing systems are less stringent compared
to “computer tutors”, regarding modeling tasksand students’ progress
• The “goal” is to design something, which ischaracterized by open-ended, “good enough,”solutions, except for simple design problems
• Individualized feedback are important tocomputer tutors and critics to both motivatethe learner and to fill the ZPD with right chunk
-
Lecture 3, 17.09.2009
20/24
TOOL5100: Scaffolding
Critiquing systems• A computer aided critiquing system analyzes
intermediate design solutions and providesfeedback on the design, according to Oh et al.
• Modeled after how a design studio “teacherobserves students’ progress by looking attheir drawings and listening to theirdescriptions of their design”
• Automated critiquing systems have been builtto support novice designers in many domains
-
Lecture 3, 17.09.2009
21/24
TOOL5100: Scaffolding
Aspects of critiquing• Critiquing process
– Action-breakdown-repair (Schön, 1983; Fischer etal. 1991)
– Advice-improve (Robbins, 1998)– Construct-parse-check-critique-maintain (Oh et al.,
2004)
• Critiquing rules– Condition-action rules to identify suboptimal designs
• Intervention techniques– Timing of feedback: proactive, reactive, and latent
-
Lecture 3, 17.09.2009
22/24
TOOL5100: Scaffolding
Janus construction: A critic for kitchen design
-
Lecture 3, 17.09.2009
23/24
TOOL5100: Scaffolding
Janus-viewpoints: Argumentation
-
Lecture 3, 17.09.2009
24/24
TOOL5100: Scaffolding
Open issues for discussion• In what ways will a computer-based
tutor/critic fall short of being a human-liketutor (e.g. during what kind of tutoring will thesystem reveal itself)?
• In what ways will a computer-basedtutor/critic compare to (or even outperform) ahuman tutor?
• How is the scaffolding process similar to (ordifferent from) instructional scaffolding whenthe learners are not children (ref. F4 lecture)?