Abstract Dr Patricia Charlton 6th June 2013
The presentation illustrates an approach to learning design that considers it as creating digital artefacts that can be extended, modified and used for different purposes. This is realised through an “act becoming artefact” cycle, where users’ actions in our software environment, named Learning Designer, are automatically interpreted on the basis of formal active “concepts” embedded in users’ activities as they create learning designs. This is underpinned by semantic technologies, which enable creating active, in computational terms, artefacts. The presentation will show how the proposed approach integrates pedagogical considerations, expressed using the Conversational Framework, with semantic technologies, especially ontologies, providing a snap shot of the tool. It discusses evaluations and findings from the user studies that were carried out. Finally, some conclusions and next steps are provided.
Dr. Patricia Charlton is a researcher on artificial intelligence, cognitive science and technology-enhanced learning. She is the author of several papers on artificial intelligence, education, ubiquitous computing and intelligent context-aware designs. She has received a number of standards and invention awards for her contribution to the field of computer science research. She has taught both undergraduate and postgraduate computer science and artificial intelligence courses. Before coming to the London Knowledge Lab Patricia worked at Motorola leading the Semantic Personal Services Technology Group providing innovative user centered solutions. She has led many international computer science and technology research projects. More recently she has designed an intelligent framework to assist in supporting the teaching community in using theory and practice and the advances in technology in the creation, sharing and use of Learning Designs. She is currently working with teachers, students, researchers and industry to bring a broader understanding of the importance in how and why to teach and learn about computational thinking, computer science and technology enhanced learning. She also continues her research development into the design of knowledge co-construction systems using computational reflection and meta-level inferencing techniques.
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