Ontological and motivation aspects of competence-based learning process

1.

BIOGRAPHY
OBJECTIVE
To apply my knowledge and experience for a high position
of St. Petersburg University of Mechanics and Optics (ITMO)
SUMMARY
2009-present - Professor of Warsaw School of Computer Science (Poland)
2009 – have got a member and Polish representative of IFAC (Technical Committee 5.1
Manufacturing Plant Control)
1996 – 2009 - Professor of West Pomeranian University of Technology in Szczecin (Poland),
Head of chair of Publishing and Production systems control
7.09.1996-12.10.1996 - training in Satellite Telecommunication Station (Telecom,Italy)
1995 - have got the title of Professor and member of International Academy of Informatics
1991 -1996 - was charged the chair in Printing Academia ( Moscow, St.Petersburg branch)
1987 - have got the doctor of science degree for thesis "Computer aided design of Data Bases
for Information Management system of enterprise"
1979 -1990 - worked as professor in Leningrad University of Electrical Engineering ( SaintPetersburg, Russia ).
1978-1979 - worked as professor at University 'Oriente' (R.Cuba), where have lectured in
Spanish the following courses: "Operation research", "Data bases in Information Management
systems", "Computer aided Manufacturing”
1972-1978 - worked as adjunct in Leningrad University of Electrical Engineering
1972 - have got Ph.D. - thesis "Methods of optimal allocation of files in IMS"
1966-1970 - developed Information management systems (IMS) in research Institute
"Elektronmash"(Leningrad, Russia)
[email protected]

2.

ACCOMPLISHMENT
1. Pedagogical achievement.
During last three years I have prepared the programs and lectured the following courses:
Modelling of supply chain management (in English)
Advanced Database systems (in Polish and English)
Elements of artificial intelligence
Electronic Publishing
Workflow management systems
2. Scientific achievements.
Queuing modelling and Simulation for optimisation of production network
Development of models of knowledge management in open distance learning
Information system design for computer aided manufacturing
3. Publications.
I am author of five books, six manuals and over two hundred of scientific articles and papers on
computer science.
[email protected]

3.

ACCOMPLISHMENT
3. The main research themes realised after professor nomination
Partnership in International program „Satellite Communication for Eastern Europe’ in
framework of European programs Tasis i Fara, 1995-1996, Institute of methods and
technique of management (Petersburg, Rosja), Centrum of satellite communication
(Fuchino, Italy).
Head of International program POLONIUM „Utilisation of integrated analytical and
simulation methods for complex supply chain optimisation”, 2003-2004, Bilateral
agreement of Technical University of Szczecin (Poland) and University of Technology in
Troyes, France.
Polish co-ordinator in program of European Union SOCRATES / MINERVA, Project
„e-Quality”: „Quality implementation in open and distance learning in a multicultural
European Environment”, 2003-2006
4. Membership in scientific organisations and councils
Member of International Academy of Computer Science (IMACS) from 1995
Member of scientific council of e-learning in High Human-Economic School (WSHE) ,
Poland from 2005 r.
Member and Polish representative in Technical Committee 5.1 IFAC - Manufacturing Plant
Control
[email protected]

4. Ontological and Motivation aspects of competence-based learning process

Natalia Bakhtadze* , Oleg Zaikin**, Andrzej Żyławski**
* Institute
of Control Science of Russian Academy of Science,
Moscow, Russia
**Warsaw School of Computer Science , Poland
21st International Conference on Knowledge Based and Intelligent information
and Engineering Systems
4

5.

Presentation plan
1
Background: open and distance learning (ODL) – new challenges
and expectations
2
Competence-based larning process as a new way of learning
Definition of competence in the learning process
3
The components of the learning process oriented on acquiring competence
4
Ontology approach - representation of the structure and range of competence-
5
Motivation problem interpretation in the context of project processs
6
Reward modelling in the terms of game theory
7
Summary
5

6.

Background: open and distance learning (ODL) –
- new challenges and expectations
Open and Distance Learning:
- a new stage of information system evolution in the distance learning domain,
- idea of the learning/teaching process organization in higher education institutions,
- joining the new teaching technology to expand everyone’s possibilities to learn in
every life-situation,
• No geographical barriers - possibility to choose the didactic material and the
learning space.
OPEN
• The Learning Management Systems (LMS) and Learning Content Management
Systems (LCMS) make available the didactic material for each student – equal
education opportunities for all, no culture boundaries.
• Student is situated in a different place than the source of knowledge and the
other participants of the teaching/learning process.
DISTANCE
• All the communication and socialization is maintained by the information
system.
21st International Conference on Knowledge Based and Intelligent information
and Engineering Systems

7.

ODL as a new way of learning
The situation of higher education institutions in the world is changing.
This is caused by many factors, the most serious of which are:
• the dynamic development of new technologies,
• the need for continuous education,
• adjusting education profiles and study programs to the market
requirements,
• the concept of Competence Based Learning, strongly supported by
the Labor Market and European Social Fund.
21st International Conference on Knowledge Based and Intelligent information
and Engineering Systems

8.

Competence-based project process as a new way of education (1)
workplaces
educational
institutios
learning
profiles
COMPETENCES
labour
market
21st International Conference on Knowledge Based and Intelligent information
and Engineering Systems

9.

Competence as a result of learning process in ODL conditions
Competence is a collection of knowledge, attitude, skills and appropriate
experience required to fulfil a given function
The learning process competences are interpreted as the ability
• to use theoretical knowledge
• to solve a practical task
• and the ability to interpret results in the frames of the used theory
Competence is represented by three types of knowledge
K={Wt,Wp,Wpr}, where
• Wt – theoretical knowledge,
• Wp – procedural knowledge,
• Wpr – project knowledge
21st International Conference on Knowledge Based and Intelligent information
and Engineering Systems

10.

Competence as a result of learning process in ODL conditions
Competence is a collection of knowledge, attitude, skills and appropriate
experience required to fulfil a given function
Competence is the ability to use theoretical knowledge to solve practical tasks
and the ability to interpret the results in the terms of the used theory .
Competence K can be described:
K={Wt,Wp,Wpr}, where
Wt – theoretical knowledge,
Wp – procedural knowledge ,
Wpr – project knowledge.
21st International Conference on Knowledge Based and Intelligent information
and Engineering Systems

11.

Competence-based didactic material as a new way of learning
student
student
student
Didactic materials in the
ODL - broker between the
source of information and
the cognitive process of a
student.
DIDACTIC MATERIAL
REPOSITORY
teacher
World
of Smart
Materials WCSM - 2016
The Behavioural Motivation
ModelCongress
in Open Distance
Learning
workplaces

12.

I. The components of the learning process oriented on acquiring competence
How to represnt
the structure of didactic materials?
Aim of the network
creation
Subject/Course
ontology graph
How to motivate
the learning process participants?
Conditions of the network
creation
Repository
Competence
development plan
Teacher’s
motivation function
Student’s
motivation function
Identification of the
teacher and
students motivation
no
How to realise
the project process ?
Network functioning
analysis
Simulation
Looking for the balance
during the repository
(competence)
development
Checking
the choosen
strategy
yes
no
Learning/teaching
purposes fulfillment?
yes
Competence growth
in the repository
21st International Conference on Knowledge Based and Intelligent information
and Engineering Systems

13.

Modeling the process of acquiring competences:
Representation of the structure and range of competence
Ontology as a method of knowledge representation through specification of
concepts and relationships between them gives the possibility to conceptualise a
given knowledge domain
It is possible to specify concepts describing theoretical, procedural and project
knowledge
it is possible to create a hierarchy of those concepts and to show the sequence
between them
mathematical
logic
Theoretical
knowledge
axioms
Procedural
knowledge
...
Project
knowledge
Competence 1: Expert
systems
...
propositional
calculus
...
resolution
methods
...
Expert
systems
Prolog
Competence II: Prolog

14.

Modeling the process of acquiring competences:
Main benefits by using the ontology approach
SUBJECT/
COURSE
ONTOLOGY
BENEFITS
Representation
the structure
of competence
Monitoring
the competence gaps
Monitoring
the repository
development
Monitoring
the way of
competence acquiring
process
The analysis of the
conceps and relations
between them
The analysis of the
coverage the concepts
by the didactic
materials
The analysis of the
cognitive potential of
the nodes
The analysis of the
graph’s path
WAY OF ACHIEVING
BENEFITS

15.

Modeling the process of acquiring competences:
Algorithm of processing domain ontology into ODL application (1/2)
(a)
(b)
1
9
2
7
29
3
8
17
15
16
31
10
4
11
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22
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25
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14
5
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30
1
37
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35
18
9
7
15
21
26
28
28
12
26
34
6
13
20
13
33
27
24
5
(c)
14
25
2
10
8
33
19
17
37
3
4
23
22
27
31
16
11
(d)
24
1
21
25
2
36
26
3
15
13
5
29
7
32
6
9
17
8
28
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18
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10
19
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14
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22
36
16
31
4
24
27
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37
11
32
30
34
Modeling the competence acquiring process in higher education institution
30
34
12

16.

Modeling the process of acquiring competences:
1
(a)
6
9
1
26
3
15
Pojęcie bazowe
21
25
2
7
(b)
13
5
29
17
8
3
14
23
15
36
28
12
18
17
8
16
22
21
26
10
20
13
5
25
2
7
35
19
6
9
28
12
18
10
24
33
27
31
4
37
19
11
Poza celem
nauczania
20
16
22
27
4
32
30
14
23
34
24
11
24
(c)
(d)
16
17
19
11
9
8
1
2
Pojęcia bazowe
1
7
12
3
8
15
6
5
4
3
2
22
9
16
17
23
24
4
10
11
18
19
25
5
6
12
13
20
21
27
26
14
28
24
(e)
16
8
2
3
17
3
1
1
4
24
(f)
11
9
8
2
19
12
4
16
5
6
8
17
19
11
9
8
12
Operacja dublowania
2
(g)
LO 2
3
2
3
1
1
4
4
5
6
LO 1
LO 3
LO 4
Algorithm of processing domain ontology into ODL application (2/2)
Modeling the competence acquiring process in higher education institution

17.

Modeling the process of acquiring competences:
Example of
domain Ontology
„Queuing Modelling of the Sapply chain”
World Congress of Smart Materials WCSM - 2016

18.

Modeling the process of acquiring competences:
Main benefits by using the ontology approach
World Congress of Smart Materials WCSM - 2016

19.

Modeling the process of acquiring competences:
Example of the concepts network for the Queuing Systems domain
1st stage
Corporation
Network
Supply
Chain
Computer
Networks
Telecommunication
Network
Distance
Learning
System
Indices of QS
efficiency
Variables of QS
functioning in time
Erlang k
Distribution
Internet
Indices of
QS
utilization
Averaged
variables of QS
functioning
Variables of OS
functioning
Variables
determining service
of customer
General
Distribution
Road’s
Traffic
Deterministic
Distribution
Distribution
Law
Applications
Poisson/
Exponential
distribution
Output
Process
Average service
variables
Channels
Processing
nodes
Flows
Queuing
Systems
(QS)
Input
Process
Queuing Networks
Structural elements
Structural
elements
Chain
Connected
Queuing
Networks
Service Time
Distribution
Arriving
Process
LCFS
Arriving
Population
Queuing
Discipline
Servicing
Process
Customer
behavior
Waiting
Queue
Random
connected
Server
facility
Random
Servicing
Discipline
Priority
Discipline
Delay
Single
Servers
Topology
FCFS
Number
of servers
Multi
Servers
Configuration
Loss
Delay loss
Stochastic
Process
Open
Layout of
Server
Closed
Time - Index
State
Space
State
Dependency
Kind of
servicing
Exponential
Deterministic
Discrete
Continuous
Limited
Unlimited
Memory
Memoryless
General
World Congress of Smart Materials WCSM - 2016
Parallel
Servers
Serial
Servers

20.

Modeling the process of acquiring competences:
Erlang k
Distribution
2nd stage
General
Distribution
SS1
Deterministic
Distribution
Distribution
Law
Poisson/
Exponential
distribution
Output
Process
Queuing
Systems
(QS)
Service Time
Distribution
Arriving
Process
Input
Process
LCFS
Arriving
Population
Queuing
Discipline
Servicing
Process
Structural
elements
Customer
behavior
Waiting
Queue
Number
of servers
Multi
Servers
Layout of
Server
Kind of
servicing
Random
Servicing
Discipline
Priority
Discipline
Delay
Single
Servers
Server
facility
FCFS
Exponential
Loss
Delay loss
Parallel
Servers
Serial
Servers
Deterministic
General
World Congress of Smart Materials WCSM - 2016
SS2

21.

Modeling the process of acquiring competences:
Hierarchically ordered Queuing System concepts network
3d stage
Erlang
Distribution
Level 1
General
Distribution
Level 3
Arriving
Process
Level 4
Properties
Time
dependency
After effect
Output
Process
Service Time
Distribution
Arriving
Population
Delay lost
Lost
Queuing
Systems
Structural
elements
Level 8
Servers
Kind of
servicing
General
Priority
Discipline
Behavior
Input
Process
Burstiness
Random
Servicing
Waiting
Queue
Servicing
Process
Level 7
Level 10
LCLS
Queuing
Discipline
Level 6
Level 9
FCFS
Distribution
Law
Level 2
Level 5
Exponential/
Poisson
distribution
Deterministic
Distribution
Layout of
Server
Deterministic
Number
of servers
Exponential
World Congress of Smart Materials WCSM - 2016
Delay

22.

Modeling the process of acquiring competences:
Graph’s clustering
Kind of
servicing
4rd stage
Structural
elements
Queuing
Systems
Waiting
Queue
Servicing
Process
Output
Process
Arriving
Population
Arriving
Process
Queuing
Discipline
Distribution
Law
Distribution
Law
Distribution
Law
Distribution
Law
World Congress of Smart Materials WCSM - 2016

23.

Modeling the process of acquiring competences:
Activity Tree based on the clustered graph
5th stage
A
Learning Activity
B
BA
BB
BAA
BBA
BC
BCA
BCB
BCC
BCAA
BCBA
BCCA
World Congress of Smart Materials WCSM - 2016

24.

II. Motivation modelling
How to motivate
the learning process participants?
Aim of the network
creation
Subject/Course
ontology graph
Conditions of the network
creation
Repository
Competence
development plan
Teacher’s
motivation function
Student’s
motivation function
Identification of the
teacher and
students motivation
no
Network functioning
analysis
Simulation
Looking for the balance
during the repository
(competence)
development
Checking
the choosen
strategy
yes
no
Learning/teaching
purposes fulfillment?
yes
Competence growth
in the repository

25.

Motivation problem interpretation in the context of an educational situation
A motive (the reason of action) is a consciously understood need for a certain
object, position, situation, therefore we can state that the motive comes from a
requirement, becomes its current state and leads to certain actions .
NEED
–
MOTIVE
–
ACTION
In ODL conditions, the
didactic material stored in
the repository is oriented
on competences.
The teacher: aims to
involve students in the
repository development.
The didactic material is a
substitute of the direct
contact between teacher
and project team (group
of students).
The project team aims:
to obtain competences
on a specified level with
specified involvement .
The action allows to raise the
level of student's involvement in
project-specified task realization
and extend the repository with
new projects/tasks.
The activity of the teacher and a
project team will be supported
by their own interests .

26.

Motivation problem interpretation in the context of an educational situation

27.

Motivation problem interpretation in the context of an educational situation
1. The task of the teacher is not only to motivate the project
team to learn, but also to develop the repository following the
idea of competence.
2. It is essential to find a mechanism allowing representation of
competences in accordance with the adopted structure
(theoretical knowledge – procedural knowledge – project
knowledge)
3. The project that find their way to the repository can be at a
different levels of complexity and it is the task of the teacher to
decide which project should be placed in the repository.
4. In the frames of a given project it is possible to single out
several portions of competence that would consist for a global
competence

28.

Motivation problem interpretation in the context of an educational situation
The project process of acquiring competences is based on the
following elements:
1.
a mechanism for representing the structure and range of
competence - competence ontology,
2.
formalisation of the educational situation, in which it is necessary
to identify the motivation of the teacher and the project team as
sources for developing competences,
3.
a mechanism for evaluating the repository development plan from
the point of view of existing constraints.

29.

The analytical tools supporting the motivation strategy assessment
Model of linguistic database for student's motivation estimation
Quality of the
didactic
materials
Self-assessment
of the ability to
assimilate the
subject
Assessment of
the teacher’s
requirements
The quantity of
the didactic
materials
Interest of the
subject
Simplicity of the subject
understanding
Difficulty of the subject
examination
Individual motivation of the student
regarding his/her effort for high subject
score and repository fulfillment

30.

Modeling the process of acquiring competences:
The formal model describing the competence-oriented education process (1)
The formal model describing the competence-oriented education process has the following
four-element structure
a) participants of the learning process:
N – teacher,
Ul - student, where
l=1,…,l* - student’s index,
The process of student arrival can be described as a set ,
where
b) ontological graph of the study subject:
GD = (WD, SD), where
WD – graph nodes / concepts / learning objects,
SD – graph edges (relations between concepts),
(U ) { , } , where
- distribution,
- intensity of arrival,
c) task repository R={rik } ,
where
rik – task ‘i’ consisting for competence portion ‘k’,
i=1,…, i* – task index,
k=1,…,k* – competence portion (competence index),
d) task parameters rik :
(rik ) {Q(rik ),A(rik )}-, where
Q(rik ) – the level of complexity of a task, which can be
expressed in a numerical scale (number of concepts from set
WD included in the task),
A(rik ) – topicality of the task – characteristic of a task,
assigned by the teacher, which can be expressed with a binary
scale,
1, if task rik is chosen by the teacher to develop the repository
A(rik )
0, otherwise
World Congress of Smart Materials WCSM - 2016

31.

Modeling the process of acquiring competences:
X
The formal model describing the competence-oriented education process (2)
2. the structure of the motivation model (cooperation model) of the learning process participants:
a) teacher’s motivation function:
_
N (ri k ) FN ( H (ri k ), X (ri k )) , where
FN – two-argument motivation function,
H (rik ) – number of points assigned for a properly performed
task rik ,
_
X (ri k ) – time resources assigned for performing the task rik ,
understood as the time of consultations (consultations
schedule) assigned for the given task,
b) student’s motivation function:
U l (rik ) Fl (W (U ),C(rik ), P(U l )) , where
l
Fl – three-argument motivation function,
W (U ) – basic (initial) knowledge of student U ,
l
l
k
C (ri ) – time resources used by the student to perform the
task,
P(U l ) – the degree of individual interest of the student in
performing the task (internal motivation of the student),
c) summary motivation function of the student when choosing a task:
_
(U l , rik ) ( N , rik ) (U l , rik ) FN ( H (rik , X (rik )) Fl (W (U l ), C (rik ), P(U l )) ,
where
– summary motivation function,
World Congress of Smart Materials WCSM - 2016

32.

Modeling the process of acquiring competences:
The formal model describing the competence-oriented project process (3)
World Congress of Smart Materials WCSM - 2016
The Behavioural Motivation Model in Open Distance Learning

33.

III. Game/Reward modelling
How to realise
the learning process?
Aim of the network
creation
Subject/Course
ontology graph
Conditions of the network
creation
Repository
Competence
development plan
Teacher’s
motivation function
Student’s
motivation function
Identification of the
teacher and
students motivation
no
Network functioning
analysis
Simulation
Looking for the balance
during the repository
(competence)
development
Checking
the choosen
strategy
yes
no
Learning/teaching
purposes fulfillment?
yes
Competence growth
in the repository

34.

Modeling the process of acquiring competences:
Reward modelling in the terms of games theory
Interpretation and solution of the developed model can be conducted on the basis of the games
theory, which allows to study the activity of a system depending on the players' behaviour.
Motive of the teacher is to extend and update the repository by the independent project works of
students. Motive of the student is to perform the project under teacher's supervision using live chat,
competition recognition, stress reduction compared to traditional testing, increase the choice
possibility, etc.
The formulated model is consistent to a multi-agent two-layer insentive system
which consists of one centre (teacher) and n agents (project team).
The strategy of each agent is to choose an activity (project).
Goal function of each agent is the difference between the reward obtained from the
centre and the losses connected to perform the project.
The centre’s strategy is to choose an insentive function, ie relationship between the
win of each agent and his actions.
The centre’s (teacher’s) goal function is the difference between his/her reward and
the summary reward paid to the agents (sharing one’s own resources ).

35.

Modeling the process of acquiring competences:
Reward modelling in the terms of games theory
Domain
area GD
Teacher N
Motivation function
N (ri ) ( X (ri ), Z (ri ))
Students’ workflow ( S ) { , }
Students S
(s1, t1)
(si, ti)
Repository of tasks
Team 1
ri R, i 1,2.....i *
Team i
Executed projects
Project 1
rˆi j Rˆ , j 1,2,..... j *
Project j
Repository of projects G (t ) G G (rˆi )
X
D
j

36.

Modeling the process of acquiring competences:
The formal model describing the competence-oriented project process (3)
a) project team’s goal function:
The goal of the project team is to increase an individual and team
competences as a result of performing the project, what is
reflected in the form of points (grades) for the acquired
competence.
b) teacher’s goal function:
The goal of the teacher is an increase project team competence,
reflected by the number of new projets in the repository.

37.

I. Simulation modeln - How to simulate the learning process realization?
Model of competences defining
How to simulate
the learning process realization?
Repository
development
plan
Goal teacher
motivation function
insufficient
Covering
level?
Goal student
motivation function
insufficient
insufficient
Motivation model
sufficient
Domain
ontology
Analysis of
the currant
state of the
repository
Simulation model
Checking the
collaboration
assumption
sufficient
Checking the
learning goal
sufficient
The repository development/
competence development
21st International Conference on Knowledge Based and Intelligent information
and Engineering Systems

38.

Place of a tool to support the process of identifying students’ motivation
Student
Teacher
Students
Teacher’s
Motivation function
motivation function
Linguistic Data Base-tools
Determine
Motivation level
l
Easy to determine
Difficult to
determine
-
to support the process of
identifying students' motivation
SIMULATION MODEL
21st International Conference on Knowledge Based and Intelligent information
and Engineering Systems

39.

General scheme of the simulation model
Distribution of
coming of tasks
Input
EVENT
Average time
in the queue
Teacher’s server
(service of the students)
Average service time
Determine the probability of
outputs from the model
?
output
1
output
2
Return the task to correct with a
specified time of delay
An example diagram of a simulation model of the teacher's work with a group of students in the
process of acquiring competence
The simulation model of the teacher’s
work with the students’ tasks
output 3
The forecast distribution
of service time

40.

Conditions of the simulation experiment
The collaboration process between students and teacher can be interpretated as
a queuing system, which has following features:
For a given content of the didactic materials teacher’s work refers to checking the
executed students’ tasks;
The result of the checking process is determined: 1. positive mark without placing
task in the repository, 2. positive mark and placing task in the repository, 3.
negative evaluation - repeating the task solving for a positive mark or well done
task improvement to the purpose of the repository development;
By a specified subject, time and group of students the teachers work can be
examined as a server with a given input, output and average service time;
The average time of evaluation results from the experience of the teacher (the
specifics of each course, subject, tasks difficulty level, the type of students, time
assigned for a subject in a learning program);
Students stream flow is stochastic;
Students are served on a one server. There is provided the possibility the queue
existence, which is characterized by a specific time and a way of service.
21st International Conference on Knowledge Based and Intelligent information
and Engineering Systems

41.

The results of the simulation modeling
Some parameters, which can be analysed on the base of the simulation model are
the following:
• Waiting queue on the teacher’s workplace.
• Average waiting time of a student.
• Number of tasks completing the teaching/learning cycle with the repository
development.
• Number of tasks allowing to pass the subject without fulfilment the repository.
• Number of tasks referred to correction.
• Total time required for the teaching/learning process realisation.
World Congress of Smart Materials WCSM - 2016

42.

Summary
The learning process requires analysis from the competence modelling perspective.
The changing requirements and conditions of the learning process cause this analysis to
be perform from the point of view of using new technologies and new learning forms.
The proposed approach to modeling the process of acquiring competences appears to be
a solution in which:
• the structure of competence and the method of assessing the development of
competence (with the use of an ontology graph and a repository) is defined,
• conditions of competence development are defined (with the use of the motivation
model),
• there is a possibility to compare the expected costs that the teacher will bear
considering the assumed repository development (working time) with the results
achieved in the didactic process (number of students with a high level of
competence – participating in the repository, number of students with an average
level of competence etc.).
21st International Conference on Knowledge Based and Intelligent information
and Engineering Systems

43. Thank you for your attention

44.

solution
END
Lack of
Rejecting,
NO
World Congress of Smart Materials WCSM - 2016
(Z, A)
Collectinng of
algorythm A
Typing A
YES
Efficiency of
algorythm
Z
tasks
Algorythm
Collection
YES
o := o+1
Typing
p := p+1
Yes
NO
Task
Domain knowledge
Network of
o o
i := i+1
Is the task new
Model (RM)
Reference
Problem
START
i
i
, Ai )
END
Solution
( Z i , Ai )
Algorythm:
No
(Z
Repository
i*
X
The algorithm acquisition of competencies during a structured
training

45.

Modeling the process of acquiring competences:
X
The formal model describing the competence-oriented education process (3)
3. model of cooperation of the learning process participants:
The fact of choosing the task by a student:
1, if student U l chooses task rik
(U l , ri )
0,
otherwise
k
Teacher’s and student’s goal functions during execution of a task:
a) student’s goal function:
b) teacher’s goal function:
(U l ) H (rik ) (U l , rik ) max , where
( N ) (U l , rik ) A(rik ) max , where
(U l ) – function value for student U l after completing all
cycles of learning a subject / competence,
H (rik ) – sum of points assigned for correct performance of
(Ul , ri ) – the fact of a student choosing a task,
k
i
task ri k ,
(ul , , rik ) – binary function of choosing a task,
H (ri
k
i
k
k
l
i
k
(U l , ri
k
l
i
k
) A(rik ) – the number of tasks placed in the
repository in frames of all portions of competence k=1,…,k*,
performed by all students l=1,……l*
) (U l , rik ) – summary number of points obtained
by student U l after all competence portions (in the frames of
all competence portions),
World Congress of Smart Materials WCSM - 2016

46.

Modeling the process of acquiring competences:
X Algorithm of processing domain ontyology in ODL application
Knowledge engineer
Concepts
Network
Ontology layer
Knowledge
base
SCORM layer
Concepts network
creation algorithm
Didactic materials'
compilation algorithm
Learning object
repository
Learning object
sequence
Expert
Student
World Congress of Smart Materials WCSM - 2016

47.

Modeling the process of acquiring competences:
X
The formal model describing the competence-oriented project process (3)
World Congress of Smart Materials WCSM - 2016
The Behavioural Motivation Model in Open Distance Learning

48.

Structure of linguistic data base for the purpose of Identifying the
student's motivation
Interest in the
{słaba , średnia , silna , bardzo silna }
subject of course
Individual
Self-assessment
of own abilities
{
student’s
weak,
medium,strong)
,
,
}
to master the course
motivation
Ease of course
{
,
,
weak,
medium,strong)
to pursue
understanding
a high degree
The quality of the
Difficulty
delivered material
{
of subject and
complete
, medium,strong)
,
weak,
{ easy,,
the course
,
,
moddle
}
very difficult)
Assessment of
the teacher’s
{
,
low demanding
,
}
highly demanding
requirements
The quantity of
material in
{ weak,
,
,
medium,strong)
the subject
World Congress of Smart Materials WCSM - 2016
The Behavioural Motivation Model in Open Distance Learning
filling of repository

49.

Model of linguistic database for student's motivation estimation
vry
strong
strong
middle
weak
Two distribution functions of the features are presented
World Congress of Smart Materials WCSM - 2016
The Behavioural Motivation Model in Open Distance Learning