AugMENTOR Learner Model

From Cognition to Four C’s

Bibeg, Irene, Alex, Andromachi, Margarida, Nikos

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UDE

Objective

• Minimally viable Learner model for conventional learning context
• No sensors
• Not to disrupt current practices
• Widely adoptable
• Explainable and Interpretable for trust development

Learner modeling

Defining Learning

• Memory is a fundamental cognitive faculty essential for learning [Shmavonyan & Karapetyan, 2011].
• “learning as an observable and measurable change in the behaviour of a learner [in ‘Conditioning and Learning’] as a result of lasting changes in the long-term memory [Kirschner et al, 2006]

MoM of the Learner model: Model of Memory

The base Conceptual Learner Model

Collaboration of Cognition

Collaborative Cognitive Load Theory

• Cognitive load
• Shared prior knowledge
• Pooled working memory
• Transactive discourse
• Positive interdependence

Integration of Collaboration

Bottom-up: Data to Indicators

Limitations: among several….

• Trade off between richness and interpretability
• 130+ learning theories
• Some theories have presupposition
• Loose definition of constructs
• Difficult to be truly domain agnostic
• Selection of the algorithms (probably many too)
• methods depends on the context
• effort teachers are willing to invest

In conclusion