Paul Brna

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External representations (ERs) are eeective in reasoning due to their cognitive and semantic properties. We investigated subjects' use of ERs in their solutions to analytical reasoning problems. Two sources of data were analysed. The rst consisted of a large corpus of ERs (`workscratchings') used by students in their solutions to problems administered via(More)
In this paper we maintain that there are benefits to extending the scope of student models to include additional information as part of the explicit student model. We illustrate our argument by describing a student model which focuses on 1. performance in the domain; 2. acquisition order of the target knowledge; 3. analogy; 4. learning strategies; 5.(More)
Our work explores an interactive open learner modelling (IOLM) approach where a learner is provided with the means to inspect and discuss the learner model. This paper presents the design and implementation of a communication medium for IOLM. We justify an approach of inspecting and discussing the learner model in a graphical manner using conceptual graphs.(More)
The Open University's repository of research publications and other research outputs Opening up the interpretation process in an open learner model Journal Article Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online's data policy on reuse(More)
Our work explores an interactive open learner modelling (IOLM) approach where learner diagnosis is considered as an interactive process involving both a computer system and a learner that play symmetrical (to a certain extent) roles and construct together the learner model. The paper presents an application of IOLM for diagnosing and f ostering a learner's(More)
We propose an approach to computer-based assessment which offers the opportunity for the results of the assessment to be negotiated through the use of an open model of the student's knowledge. This has a degree of face validity for those being assessed, but it remains to be seen the extent to which the approach has other forms of validity, and is reliable.(More)
This paper looks at the particular role which diagrammatic representations, and external representations more generally, play within an educational context. In particular, it considers the way in which the demands on diagrammatic representational systems in educational settings differ with respect to other settings (e.g. professional): in some instances,(More)