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Effective Instructional
Conversations +
TuTalk Instruction
Carolyn Penstein Rosé
Language Technologies Institute/
Human-Computer Interaction
Institute
Design Principle
Know what
problem you
are trying to
solve!!
Design Process

What problem are you trying to solve?
 Formulate

analysis scheme
When should you intervene?
 Use
technologies like TagHelper and SIDE to
track interaction and trigger support

What should the intervention be?
 Technologies
support
like TuTalk can be used to offer
What Makes Instructional
Conversations Effective
Design Challenge: Collaborative
Process Problems Hurt Learning
Problems with the
Process reduce
learning
Interaction Processes
Cognitive Processes
Learning
Collaboration support increases
learning by changing
Support structure is
designed to elicit certain
interaction
interaction processes, so
Support Structure
its success should be
reflected in a difference
in interaction processes
Interaction Processes
Cognitive Processes
Learning
Collaboration support increases
learning by changing
But if the process
difficulties are not
interaction
the same between
X
Support Structure
student populations,
then the support needs
to be different too.
Interaction Processes
Cognitive Processes
Learning
Goals of Scripted Collaboration
“The basic goal of scripted cooperation is to
increase achievement by having students
perform cognitive activities that they
might not otherwise do. In addition,
scripted cooperation is expected to reduce
the incidence of negative group
processes because of the size of the
cooperating unit and because of the explicit
requirement to alternate roles.”
Script Based Collaborative Learning
Support
 Static
support
approaches provide
structure to offer
support for
collaboration before it
begins
 Script based support
increases effective
argumentation
(Weinberger, 2003)
Social Script
What is a Knowledge
Construction Dialogue?
Atlas: Knowledge Construction Dialogues


Purpose: test “Ask, Don’t Tell” strategy in an ITS
How can we get the most bang for our buck?
 How
far can we go with finite state dialogue
management? (Freedman,2000)
 How far can we go with shallow concept grammars?
(i.e., Glass, 1999)

Knowledge Construction Dialogues (KCDs)
 Interactive
directed lines of reasoning: analogies,
concrete illustrations
 KCD
Authoring Tool Suite (Jordan, Rosé, and VanLehn, 2001)
 55 KCDs fully implemented and pilot tested in 3
months
KCDs versus Minilessons
versus Hints
Here are a few things to keep in
mind when calculating
acceleration for a body at rest.
Acceleration is change in
velocity over time.
If velocity is not changing, then
there is zero acceleration.
Now, if for a finite time interval
the velocity remains zero, then
it is true that it is not changing.
Therefore, when a body is at
rest during a time interval, its
acceleration within that time
interval is zero.
Tutor: Here are a few things to keep
in mind when calculating
acceleration for a body at rest.
Acceleration is change of what
over time?
Student: velocity
Tutor: Right. If the velocity is not
changing, what is the magnitude of
the acceleration?
Student: zero.
Tutor: Good. If velocity remains zero
within a time interval, how much is
it changing?
Student: zero
Tutor: Super. So if a body is at rest
during a time interval, what is the...
KCDs versus Minilessons
versus Hints What if this answer was wrong?
Here are a few things to keep in
mind when calculating
acceleration for a body at rest.
Acceleration is change in
velocity over time.
If velocity is not changing,
then there is zero
acceleration.
Now, if for a finite time interval
the velocity remains zero, then
it is true that it is not changing.
Therefore, when a body is at
rest during a time interval, its
acceleration within that time
interval is zero.
Tutor: Here are a few things to keep
in mind when calculating
acceleration for a body at rest.
Acceleration is change of what
over time?
Student: velocity
Tutor: Right. If the velocity is not
changing, what is the magnitude of
the acceleration?
Student: zero.
Tutor: Good. If velocity remains zero
within a time interval, how much is
it changing?
Student: zero
Tutor: Super. So if a body is at rest
during a time interval, what is the...
KCDs versus Minilessons
Tutor: Right. If the velocity is not
versus Hints
changing, what is the magnitude of
Here are a few things to keep in
mind when calculating
acceleration for a body at rest.
Acceleration is change in
velocity over time.
If velocity is not changing,
then there is zero
acceleration.
Now, if for a finite time interval
the velocity remains zero, then
it is true that it is not changing.
Therefore, when a body is at
rest during a time interval, its
acceleration within that time
interval is zero.
the acceleration?
Student: I don’t know
Tutor: Do you remember what
acceleration means?
Student: It’s change in velocity over
time
Tutor: Right. So then if velocity is not
changing, what is acceleration?
Student: Oh, zero.
Tutor: OK. If velocity remains zero
within a time interval, how much is
it changing?
…
Design Process Tips
Exploratory Learning Overview
Worked
Examples


Problem
Solving
Goals
Provided
Negotiable
Problem
Solving
Goals
Only
High
Level
Goals
Given
+ hints
Only
High
Level
Goals
Given
+ help
requests
Pure
Exploratory
Learning
(Charnay & Reder, 1986) compare Worked Examples,
Tutorials, Problem Solving, and Pure Exploration


Tutorial
Learning
Worked examples mixed with problem solving was the best
(Touvinem & Sweller, 1999) Worked examples with
problem solving beats Pure exploratory learning
(Klahr & Nigam, to appear) tutorial learning plus problem
solving is more efficient than pure exploratory learning
Exploratory Learning Overview
Worked
Examples


Problem
Solving
Goals
Provided
Negotiable
Problem
Solving
Goals
Only
High
Level
Goals
Given
+ hints
Only
High
Level
Goals
Given
+ help
requests
Pure
Exploratory
Learning
Smithtown work (Shute & Glaser, 1990, etc.) and
Computer-Based Simulation Games (Leutner, 1993)
involve only imposed high level goals


Tutorial
Learning
Learning about a model or Survival
(Leutner, 1993) demonstrates the importance of
students actively requesting help
Smithtown adapted to individual student needs
Exploratory Learning Overview
Worked
Examples




Tutorial
Learning
Problem
Solving
Goals
Provided
Negotiable
Problem
Solving
Goals
Only
High
Level
Goals
Given
+ hints
Only
High
Level
Goals
Given
+ help
requests
Pure
Exploratory
Learning
The difference between problem solving and exploratory learning is the
level at which goals are dictated
Many state-of-the-art tutoring systems fall into the problem solving
category where problem solving goals are dictated
In an exploratory design environment, high level goals are dictated
(improve efficiency), but problem solving goals (i.e., add a reheat cycle)
are negotiated
Tutorial dialogue allows the tutor to influence problem solving goals
(addressing cognitive load issues) while offering instruction and while
allowing students to actively explore
Topic Analysis Reveals Important
Patterns of Interaction
Significant correlation
between topic coverage
and learning
(R2=.715, N=21, p < .05)
General
Conceptual
Topics
Analysis
Specific
Topics
Example Implemented Reflection
Dialogue







Tutor: Let’s stop for a minute and reflect on what we have seen. Having
seen how changing T-Max (i.e., the Maximum Temperature at the Heater
Outlet) affects the efficiency of the cycle, do you think it is a good idea in
general for the Maximum Temperature to be increased and kept high?
Student: yes
Tutor: Okay. Let’s think now about one important consequence of keeping
T-Max high. What happens to the steam quality at the turbine exit if you
increase the maximum temperature of the cycle?
Student: Increases
Tutor: Right. As increasing the temperature makes the efficiency and
steam quality better, we should increase the maximum temperature of the
cycle. But can we keep on increasing the maximum temperature at the
heater outlet indefinitely, or are there limitations to keep in mind?
Student: there are limitations such as material constraints
Tutor: Great. we should try to keep T-Max (i.e., the maximum temperature
at the Heater outlet of the cycle) as high as possible without risking safety
concerns or exceeding the maximum temperature the material can
withstand. Keeping T-Max high increases efficiency and keeps the steam
quality high, which are both important. This is an important principle to
keep in mind while optimizing the efficiency of your cycle.
TuTalk Authoring
Process
Scenario
Goal1
(Start
Goal)
Goal1_Step
1
Goal1_Step
2
Goal1_Step
4
Goal1_Step
3
Pair
Scenario/
Script
 Goal
 Template
 Step/Pair
 Concept

Initiation
Response
1
Response
2
Say1
Say2
Response
3
Sub Goal
1.1
Getting Started
Start by creating a new
script
 That script will contain all
of the goals, templates,
and concepts that you
define
 Could contain multiple
ways of achieving the
same goal (via
alternative templates)

Directed Lines of Reasoning

Building Blocks:
Pairs are
composed of an
initiation and a
response
Tutor: Here are a few things to keep
in mind when calculating
acceleration for a body at rest.
Acceleration is change of what
over time?
Student: velocity
Tutor: Right. If the velocity is not
changing, what is the magnitude of
the acceleration?
Student: zero.
Tutor: Good. If velocity remains zero
within a time interval, how much is
it changing?
Student: zero
Tutor: Super. So if a body is at rest
during a time interval, what is the...
Building a Pair
Adding Phrases to Concepts
Elaborating a Template
Example Pair
Example Pair
Concept Manager
Scenario
Goal1
(Start
Goal)
Goal1_Step
1
Goal1_Step
2
Goal1_Step
3
Pair
Initiation
Response
1
Response
2
Say1
Say2
Response
3
Sub Goal
1.1
Goal1_Step
4
Previewer
Test Interface
Some tips

Better to have several short turns than fewer long
turns

Try to build the learner’s/user’s vocabulary
(shaping)
•
It may help you avoid unanticipated responses

Try to think about what is it that we are trying to
elicit from the student when writing tutor turns
(initiations)

Author as many possible responses as you can in
the time available

Catch all makes the machine look dumb!
Questions?