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Contextualized Reflective Support in Designing Instruction Based on Both Theory and Practice

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Artificial Intelligence in Education (AIED 2011)

Part of the book series: Lecture Notes in Computer Science ((LNAI,volume 6738))

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Abstract

In this study, we developed a system called FIMA (Flexible Instructional Design Support Multi-Agent System) that dynamically supports teachers in designing instruction by facilitating their thinking ways according to the characteristics of those of expert teachers. In the present study, we focused on a support to facilitate teachers’ contextualized thinking included in the processes of expert teachers based on instructional/learning theories. In order to provide such support, we make use of the OMNIBUS ontology, which describes knowledge extracted from instructional/learning theories and best practices.

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References

  1. Sato, M., Iwakawa, N., Akita, K.: Pratical Thinking Styles of Teachers: Comparing Experts’ Monitoring Processes with Novices. Bulletin of the Faculty of Education 30, 177–198 (1991)

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  2. Kasai, T., Nagano, K., Mizoguchi, R.: An Ontological Approach to Support Teachers in Designing Instruction Using ICT. In: Proceedings of ICCE 2009, pp. 11–18 (2009)

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  3. Hayashi, Y., Bourdeau, J., Mizoguchi, R.: Using Ontological Engineering to Organize Learning/Instructional Theories and Build a Theory-Aware Authoring System. International Journal of Artificial Intelligence in Education 19(2), 211–252 (2009)

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Author information

Authors and Affiliations

  1. Graduate School of Education Master’s Program, Okayama University, Japan

    Toshinobu Kasai

  2. Faculty of Liberal Arts, University of the Sacred Heart, Japan

    Kazuo Nagano

  3. The Institute of Scientific and Industrial Research, Osaka University, Japan

    Riichiro Mizoguchi

Authors
  1. Toshinobu Kasai
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  2. Kazuo Nagano
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  3. Riichiro Mizoguchi
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Editor information

Editors and Affiliations

  1. EECS Department/ISIS, Vanderbilt University, TN 37235, Nashville, USA

    Gautam Biswas

  2. Electronic, Electrical and Computer Engineering, University of Birmingham, U.K.

    Susan Bull

  3. School of Information Technologies, University of Sydney, 1 Cleveland Street, 2006, Sydney, Australia

    Judy Kay

  4. College of Engineering, Department of Computer Science and Software Engineering, University of Canterbury, Private Bag 4800, 8140, Christchurch, New Zealand

    Antonija Mitrovic

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© 2011 Springer-Verlag Berlin Heidelberg

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Kasai, T., Nagano, K., Mizoguchi, R. (2011). Contextualized Reflective Support in Designing Instruction Based on Both Theory and Practice. In: Biswas, G., Bull, S., Kay, J., Mitrovic, A. (eds) Artificial Intelligence in Education. AIED 2011. Lecture Notes in Computer Science(), vol 6738. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-21869-9_76

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  • DOI: https://doi.org/10.1007/978-3-642-21869-9_76

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-21868-2

  • Online ISBN: 978-3-642-21869-9

  • eBook Packages: Computer ScienceComputer Science (R0)

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