Design Methodology of an Intelligent Learning Environment Applied to the Non Violent Conflict Resolution Education

Design Methodology of an Intelligent Learning Environment Applied to the Non Violent Conflict Resolution Education

G.M. Curilem (Universidad de La Frontera, Chile), B. Vizcarra (Universidad de La Frontera, Chile), A.M. Poo (Universidad de La Frontera, Chile), D. Huenteman (Correo Gorbea, Chile) and L.M. Brasil (University of Brasília, Brazil)
DOI: 10.4018/978-1-61692-008-1.ch002
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This chapter describes a learning design methodology for creating an intelligent tutoring system (ITS) to support non-violent conflict resolution education in the school environment. The design method is based on a mathematical formalization in which ITS are defined as automata. The aim is to demonstrate that the automata representation facilitates the integration of the domain contents, the pedagogical strategies and the student models in one computational system. The automata structure guides the system design, managing the variables selection of the teaching-learning process. Variables involve the students’ characteristics, the interface resources and the pedagogical strategies. Thus the whole teaching-learning process is modeled as an automaton which fits with the ITS structure. The non violent conflict resolution domain was chosen as the case study due to its relevance and its ill structured contents what makes its modeling difficult. The result is a non violent conflict resolution educational process structured as an ITS.
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The great challenge for educational technology is determining how to give the learner autonomy in his/her learning process while at the same time guiding him/her with assertive interventions when support is required (Rose & Strangman, 2007; Mayer, Johnson, Shaw, & Sandhu, 2006). In light of a pedagogical concept focused on learning, the aim of educational technology is to become a learning moderator. One of the most important results of this endeavor are ITS and their evolution, intelligent learning environments, where the system adapts to the learner, fostering a highly customized and interactive learning environment which integrate more pedagogical paradigms (Stathacopoulou, Magoulas, Grigoriadou & Samarakou, 2005; Curilem, Barbosa, & de Azevedo, 2007).

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