Authors:
Peter Van Rosmalen
1
;
Dirk Börner
1
;
Jan Schneider
1
;
Olga Petukhova
2
and
Joy van Helvert
3
Affiliations:
1
Open University of the Netherlands, Netherlands
;
2
Universitaet des Saarlandes, Germany
;
3
University of Essex, United Kingdom
Keyword(s):
Feedback, Sensors, Instructional Design, Multimodal Dialogue, Reflection Support.
Related
Ontology
Subjects/Areas/Topics:
Artificial Intelligence and Decision Support Systems
;
Computer-Supported Education
;
e-Learning
;
Enterprise Information Systems
;
Information Technologies Supporting Learning
;
Instructional Design
;
Intelligent Tutoring Systems
;
Learning Analytics
;
Learning/Teaching Methodologies and Assessment
;
Metrics and Performance Measurement
Abstract:
This paper discusses the design and development of the instructional aspects of a multimodal dialogue
system to train youth parliament members’ presentation and debating skills. Real-time, in-action feedback
informs learners on the fly how they perform key skills and enables them to adapt instantly. About-action
feedback informs learners after finishing a task how they perform key skills and enables them to monitor
their progress and adapt accordingly in subsequent tasks. In- and about-action feedback together support the
enhancement of the learners’ metacognitive skills, such as self-monitoring, self-regulation and self-reflection
thus reflect in- and about action. We discusses the theoretical considerations of the feedback, the
type of data available and different ways to analyse and combine them, the timing of feedback and, finally,
provide an instructional design blueprint giving a global outline of a set of tasks with stepwise increasing
complexity and the feedback prop
osed. We conclude with the results of the first experiment with the system
focussing on non-verbal communication skills.
(More)