Generating Intelligent Teaching Learning Systems using Concept Maps and Case Based Reasoning

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1 17 Geerag Iellge Teachg Learg Sysems usg Cocep Maps ad Case Based Reasog Makel L. Esposa, MSc. Naala Maríez S. y Zeada García V. Deparme of Compuer Scece, Ceral Uversy of Las Vllas, Hghway o Camajuaí, Cuba mle@uclv.edu.cu, aala@uclv.edu.cu, zgarca@uclv.edu.cu Recbdo para revsó 26 de Marzo de 27, acepado 15 de Juo de 27, versó fal 19 de juo de 27 Resume El empleo de méodos pedagógcos juo a las ecologías de la formacó y las comucacoes favorece la area de geerar, rasmr y comparr el coocmeo. Tal es el caso de la foraleza pedagógca de los Mapas Cocepuales, que cosuye ua herramea para la gesó del coocmeo, por la posbldad que esos ofrece de persoalzar el apredzaje, comparr coocmeo, y para apreder a apreder. Los Mapas Cocepuales facla la vsualzacó de la formacó e orgaza el coocmeo. Por ora pare, el Razoameo Basado e Casos es ua écca de Ielgeca Arfcal que cumple u mporae rol e el proceso de recuperacó de la formacó. E ese rabajo se expoe u uevo efoque que comba ambas éccas para elaborar Ssemas de Eseñaza Apredzaje Ielgees, ulzado u Ssema Basado e Casos como marco eórco para la represeacó del Modelo del Esudae. El modelo propueso se ha mplemeado e u ssema compuacoal ombrado HESEI, el cual ha sdo aplcado exosamee e la oma de decsoes e areas de apoyo al proceso de eseñazaapredzaje, por persoas o ecesaramee experas e el campo formáco. Palabras Claves Ielgeca Arfcal, Mapas Cocepuales, Modelo del Esudae, Razoameo Basado e Casos, Ssemas de Eseñaza Apredzaje Ielgees. Absrac The use of pedagogcal mehods wh he echologes of he formao ad commucaos produce a ew qualy ha favors he ask of geerag, rasmg ad sharg kowledge. Such s he case of he pedagogcal effec ha produces he use of he Cocep Maps, whch cosue a ool for he maageme of kowledge, a ad o persoalze he learg process, o exchage kowledge, ad o lear how o lear. Cocep Mappg provdes a framework for makg hs eral kowledge explc a vsual form ha ca easly be examed ad shared. However, does o address how releva Cocep Maps ca be rereved or adaped o ew problems. Case Based Reasog s playg a creasg role kowledge rereval ad reuse for corporae memores, ad s capables are appealg o augme he cocep mappg process. I hs paper he auhors prese a ew approach o elaborae Iellge Teachg Learg Sysems, where he echques of Cocep Maps ad Arfcal Iellgece are combed, usg he Case Based Reasog as heorecal framework for he Sude Model. The proposed model has bee mplemeed he compuaoal sysem HESEI, whch has bee successfully appled he eachg learg process by layme he Compuer Scece feld. Key words Arfcal Iellgece, Case Based Reasog, Cocep Maps, Iellge Teachg Learg Sysems. T I. INTRODUCTION O cosruc ad o share kowledge, o lear sgfcaly, ad o lear how o lear, are deas o whch researchers have bee poderg for a log me as well as he use of ools ha would allow akg hese aspraos o pracce. To acheve hs, dffere echques ad sraeges have bee used. Cocep Maps provde a schemac summary of wha s leared ad hey order a herarchc rage. The kowledge s orgazed ad represeed all he levels of absraco, he geeral kowledge goes o he upper par ad he mos specfc oe goes o he lower [1]. Over he las few years he Cocep Maps have creasgly go a grea populary ad s egrao wh he echologes of he formao ad he commucaos have become a very mpora eleme he plas for he mproveme of he eachg learg process. The ma applcao of he Cocep Maps has had effec he eachg learg process, whch s s basc eo, s mpora o po ou ha he Cocep Maps lead he aeo of boh sudes ad professors o he resrced umber of mpora deas whch hey mus cocerae. The Cocep Maps are based o a srume ha combes he scefc rgdy wh smplcy ad flexbly, producg a geeral approval he audece of sudes ad professoals; hs represes a mpora exus bewee pedagogy ad echology a huge feld of applcaos. Also, cosues a mpora ad for hose who geerae, rasm, sore, ad dvulge formao ad kowledge ad comprses a mpora ool o oba a hghes praccal value he sysems of he eachg learg process [2]. Revsa Avaces e Ssemas e Iformáca, Vol. 4 No. 1 Juo de 27, Medellí, ISSN

2 18 Revsa Avaces e Ssemas e Iformáca, Vol. 4 No. 1, Juo de 27 The feld of he Iellge Teachg Learg Sysems s characerzed by he applcao of Arfcal Iellgece echques, o he developme of he eachg learg process asssed by compuers. If he key feaure of a Iellge Teachg Learg Sysem s he apude o adap self o he sude, he key compoe of he sysem s he Sude Model, where he formao assocaed o he sude s sored. Ths formao mus be ferred by he sysem depedg o he formao avalable: prevous daa, respose o quesos, ec. Ths process of ferece s defed as dagoss, ad s udoubedly he mos complcaed process sde a Iellge Teachg Learg Sysem, who uses he Arfcal Iellgece echques o represe kowledge, o shape he huma reasog, o emphasze he learg by meas of he aco, o combe expereces of resoluo ad dscovery, o be able o solve problems by her ow, o formulae dagoses ad o provde explaaos. So, hey cou o a bak of sruco sraeges whch helps o decde wha ad how o form o he sude o ge a effecve dreco. Thus, Case Based Reasog s a echque of Arfcal Iellgece ha allows he use of prevous experece he soluo of our problems. Cases are sored ogeher wh her respecve soluo, so whe a ew problem comes ou, hs formao s used o solve. So far, Iellge Teachg Learg Sysems have demosraed s effecveess dverse domas; however, o cosruc a Iellge Teachg Learg Sysems mples a complex ad ese work of kowledge egeerg, whch preves a effecve use of. I order o elmae hese defceces here appears he dea o cosruc a ool o faclae he cosruco of hese kd of sysems o all users (o ecessarly exper he Compuer Scece feld), parcular o hose srucors who are exper ohers area of he kowledge. The am of hs paper s o prese a ew approach o elaborae Iellge Teachg Learg Sysems usg a Cocep Map, quesoares able o cach he cogve ad affecve sae of he sude (Sude Model) ad by usg he paradgm of he Case Based Reasog. I wll allow he sudes o avgae accordg o her kowledge ad o a free way as he Cocep Maps are coceved. Ad s he capacy o adap dyamcally o he developme of he sude s learg wha makes hs sysem ellge. The proposed model was mplemeed he compuaoal sysem HESEI, whch has bee successfully appled he eachg learg process. II. MOTIVATIONS FOR CONCEPT MAPS Cocep Maps provde a framework for capurg expers' eral kowledge ad makg explc a vsual, graphcal form ha ca be easly examed ad shared. Cocep Maps cosue a ool of grea prof for eachers, vesgaors of educaoal opcs, psychologss, socologss ad sudes geeral, as well as for oher areas especally whe s ecessary o maage wh large volumes of formao. They have become a very mpora eleme he plas for he mproveme of he Iellge Teachg Learg Sysems ad hey have also exeded s use o oher areas of he huma acvy whch boh maageme ad he use of kowledge ake up a prepodera place. If o defe a Cocep Map s relavely smple, s smpler o udersad he meag of he defo. The Cocep Maps were defed by Novak, hs creaor, as a skll ha represes a sraegy of learg, a mehod o ge he gs of a opc ad a schemac resource o represe a se of cocepual meags cluded a se of proposos [2]. I s ecessary o po ou ha here s o oly oe model of Cocep Maps, several may exs. The mpora po s he relaos ha are esablshed bewee he coceps hrough he lkg words o form proposos ha cofgure a real value o he suded objec. For such a reaso, a cocep here may appear dversy of real values. I fac, urs very dffcul o fd wo exacly equal Cocep Maps, due o he dvdual characer of kowledge. The Cocep Maps ca be descrbed uder dverse perspecves: absrac, vsualzao, ad coversao. Sce sgfca learg s reached more easly whe he ew coceps or cocepual meags are cluded uder wder coceps, he mos used Cocep Maps are he herarchc oes, he mos geeral ad clusve coceps are placed he upper par of he map, ad he progressvely more specfc ad less clusve coceps, he lower par. The subordaed relaos amog coceps may chage dffere fragmes of learg, so a Cocep Map, ay cocep may rse up o he op poso, ad keep a sgfca proposoal relao wh oher coceps of he map. The use of Coceps Maps desged by he professor creases boh learg ad reeo of scefc formao. The sudes produce maps as learg ools. Cosderg ha he Cocep Maps cosue a explc ad clear represeao of he coceps ad proposos, hey allow boh eachers ad sudes o exchage pos of vew o he valdy of a specfc proposoal lk ad o recogze he mssg coecos he coceps ha sugges he eed of a ew learg. For hs reaso, hs skll has complemeed so favorably wh he pracce of dsace learg whch presupposes ha sudes ad eachers are o physcally he same place a he same me. Cocep Maps have parcular characerscs ha make hem ameable o smar ools. These clude: 1. Cocep Maps have srucure: By defo, more geeral coceps are preseed a he op wh more specfc coceps a he boom. Oher srucural formao, e.g. he umber of gog ad ougog lks of a cocep, may provde addoal formao regardg a cocep s role he map. 2. Cocep Maps are based o proposos: every wo coceps wh her lkg phrase forms a u of

3 Cocep Maps ad Case Based Reasog order o elaborae Iellge Teachg/Learg Sysems hrough a Auhorg Tool for layme Compuer Scece Esposa, Marez y Garca meag. Ths proposoal srucure dsgushes Cocep Maps from oher ools such as Md Mappg ad The Bra, ad provdes semacs o he relaoshps bewee coceps. 3. Cocep Maps have a coex: A Cocep Maps s a represeao of a perso udersadg of a parcular doma of kowledge. As such, all coceps ad lkg phrases are o be erpreed wh ha coex. 4. Coceps ad lkg phrases are as shor as possble, possbly sgle words. 5. Every wo coceps joed by a lkg phrase form a sadaloe proposo. Tha s, he proposo ca be read depedely of he map ad sll make sese. 6. The srucure s herarchcal ad he roo ode of he map s a good represeave of he opc of he map. The sudes who aalyze Cocep Maps wll have a wder basc kowledge; herefore, hey wll be more prepared o solve problems comparso o hose sudes who lear by memorzg. The Cocep Maps have ured o a useful srume for eacher rag ad for he sude s udersadg of dverse subjecs. Cocep Maps cosue a srume ha merges he scefc rgdy wh he smplcy ad flexbly. I represes a ad for hose who geerae, rasm, sore ad spread formao ad kowledge. They also cosue a mpora ool o acheve a praccal value, especally he Arfcal Iellgece sysems. soluo o ew cases: he pracce o deerme he value of smlary bewee wo cases clude a wde rage ha volves mehods such as coug he umber of smlar predcve feaures ad ohers ha cosder he mporace of he predcve feaures wh he fuco of smlary [7]. Afer obag he value of smlary bewee he cases sored he case base ad he ew problem, hose cases o be cosdered he cosruco phase of he ew soluo are seleced. The suably s he process of modfcao of soluos ha have already bee rereved order o gve soluo o he ew problems. The Case Based Sysems have a group of feaures [8], whch ca be used he creao of Iellge Teachg Learg Sysems such as he acquso of kowledge, he flexbly he represeao of kowledge, he preservao of kowledge ad he reuse of prevous soluos. IV. GENERAL ARCHITECTURE OF THE SYSTEM The Iellge Teachg Learg Sysems ha are creaed by HESEI correspod wh a Cocep Map, wh he parcular feaure ha some of s odes here appears a quesoare, capable o ge he cogve ad affecve sae of he sude ad able o gude hs avgao, creag hs way a Iellge Cocep Map. Fgure 1 shows he archecure of HESEI ha cludes Case Based Reasog, ad a algorhm of Paers Recogo o oba he mplemeao of he Sude Model wh a prevous seleco of characerscs. 19 III. CASE BASED SYSTEMS I he radoal Case Based Reasog he soluo of a problem s made akg he examples of cases sored he case memory hrough he mplemeao of a fuco of dsace or smlary, depedg o he doma. The cases are composed by a se of arbues ha descrbe he problem, amog hem he predcve feaures wh he soluo gve o he problem descrbed. The represeao of he case s defed akg o accou he aure of he problem, he mpora arbues, he problems o be processed, he proposed soluo, ec. Also, s ecessary o defe he mechasms for he rereval of cases. The mos smlar case wll be he oe closes o he curre problem, depedg o s arbues; wll be he case whch evaluao of he arge fuco or fuco of smlary akes he bes value udersadg as he closes value, he value of he arge fuco ha deoes mor dfferece bewee he curre case ad he evaluaed case. The fucog of he Case Based Reasog comprses relaed processes, so problems ad her soluos ca be used o derve soluos o ew problems, hese processes are: he rereval of smlar cases, he suably o he proposed soluo ad he sorage or corporao of he ew soluo o he ew case. The rereval process cosss of deermg he mos smlar cases foud he case base order o gve Fgura 1. HESEI archecure. Bref descrpo of some compoes of HESEI: Ierface: I s provded wh a edor ha allows he eacher o roduce all he ecessary formao o prepare he Iellge Teachg Learg Sysems. Through he Ierface he sysem caches he cogve ad affecve sae of he sude (Sude Model). Also, hrough hs compoe he sudes may be able o erac wh he Iellge Teachg Learg Sysem geeraed by HESEI usg par of he formao provded by he professor whch bes sasfes he sudes eed. Kowledge Egeerg ad LEX: These compoes helps he eacher he complex ad ese work of kowledge egeerg, usg a Paer Recogo algorhm o reduce he space of al represeao (feaures ha shape he Sude Model), calculag he ypcal esors (dscrmaes feaures) [11] whch aalyzes each quesoare order o faclae he eacher he

4 2 Revsa Avaces e Ssemas e Iformáca, Vol. 4 No. 1, Juo de 27 formao of hose quesos ha are worhless, hey are elmaed by he eacher f hey do o have a mehodologcal value eher. I was mplemeed he LEX algorhm for hs ask. A quesoare s composed for quesos, ad he eacher from he quesoare coceves m caegores (Sude Model), fac he experece has demosraed ha m s always very much mor ha. Rereval ad CBS adaper: I hs compoe a Case Based Sysem was mplemeed, s composed by a casebase, he rereval algorhm ad case adapao algorhm. A algorhm s proposed for he rereval of he mos smlar cases whch he fuco of smlary of he eares Neghbors: p δ ( O, O ) β ( O O ) = = 1, p = 1 s rasformed o a ew fuco of smlary ha allows he hadlg of fuzzy values, as shows (2). δ ' β ( O, O ) ' p δ = = 1 p = 1 ( x ( O ), x ( O ) (2), where s he umber of predcg feaures, ( x ( O, x ( O ))) accordg o: δ ' s he smlary fuco rasformed ( x ( O ) x ( O )) δ ( x ( O ), x ( O ))( 1 µ ( O ) µ ( O )), ad = p s he weghg of he predcg feaure x, calculaed usg he heory of he ypcal esors [11]. Pscopedagogcal Asssa: I prevous secos we have deal wh affecve feaures ad we cosderer mpora gog over oce more. The affecve feaures are obaed hrough a pscopedagogcal asssa order o acheve a coeco bewee affecvy ad cogo. There has radoally exsed a absolue separao bewee he cogve ad affecve aspecs whe sudyg her fluece he learg process. So, vesgaors would cere her sudes he cogve aspecs raher ha he affecve oes or vce versa. A prese, here exss a creasg eres sudyg he wo compoes smulaeously. The eachg learg process s boh cogve ad affecve; he developme of he academc oupu s ecessary o ake o accou boh he cogve aspecs ad he affecve oes. Learg s oly possble f he chace o acqure he kowledge s gve ad he process s relaed o he capaces, kowledge, sraeges, ad he sklls (cogve compoe) of he sude, bu s also ecessary o have eo ad he movao o face hs process (affecve compoe). For hs compoe he auhors developed a sysem based o rules whch eam up wh he learg process [5]. I allows o be acquaed wh he mood of he sude ad check her movao as well as her udersadg o a specfc subjec. Thus he Iellge Teachg Learg Sysems wll be able o chage he learg speed or, f ecessary, o movae ad reorgaze he sudy. V. EXAMPLE OF AN INTELLIGENT TEACHING LEARNING SYSTEM IMPLEMENTED WITH HESEI TO LEARN THE GRAPH THEORY The graph heory s a subjec of Dscree Mahemacs ad due o s mporace s also prese oher subjecs relaed o he Compuer Scece. Some dffcules whe learg hs subjec have lead he auhors o he desg ad mpleme a Iellge Teachg Learg Sysems able o deal wh he subjec as well as o lk o ohers such as Daa Srucures ad Complers; as a geeral example, he auhors prese a smple par of he Iellge Teachg Learg Sysems [12]. Fgure 2 shows he Cocep Map o lear he basc ermology [13], [14], [15], he way he map s coceved eables he sude o avgae freely by ay ode eracg wh all he maerals relaed o hs opc, ad Example 1 we show oe of he quesos of he quesoare o rasform o a Iellge Teachg Learg Sysems wh Cocep Map feaures. Fgura 2. Basc ermology. I he example, he professor makes he quesoare he roo ode of he Cocep Map, where he Sude Model s cosruced. So, by usg he Case Based Reasog paradgm, he brach where he sudes mus avgae accordace wh hs learg should be ferred. Example of a quesoare: Gve he followg graph. Mach colum A ad B.

5 Cocep Maps ad Case Based Reasog order o elaborae Iellge Teachg/Learg Sysems hrough a Auhorg Tool for layme Compuer Scece Esposa, Marez y Garca geeraed sysems, whch flueces he effcecy of he algorhm ad he eacher s expercy ogeher hs mehodologcal work. The aalyss of he effcecy of he ellge sysem o lear he graph heory s made havg cosderao he resuls obaed he soluo of ew problems, usg he proposed model ad he crera of he exper. The auhors used a Crossed Valdao mehod order o carry ou hs process, hs geeral mehod cosss of dvdg he base of jo cases of equal sze ad carryg ou he algorhm of learg mes, each oe of whch he rag se (learg sample) are all, excep oe of he subgroups where s evaluaed (corol sample). The resuls for =6 are show fgure 4: 21 Colum A Colum B a). G, L, D are parallel edges. b). e1 are solaed verexes. c). e1, e7, e8 are verexes. d). M y C are bows. e). e1, e14 cde edges G ad S. f). ce15 are edges. g). F are adjace verexes. h). e2, e3 Fgure 3 shows a sage of he Iellge Teachg Learg Sysems afer he sude aswers he quesoare, where s pla o see ha he sude has o overcome he kowledge o he lef brach, so he ca o avgae by he rgh brach. I he lef brach he sude has already overcome he kowledge relaed o he cocep of verexes, so he ca have free access o furher formao. However, he mus sudy he opc of Edges, because here s a poor kowledge hs area. Fgura 4. Resuls of he effcecy he valuao of he sude model. We cosdered ha he obaed resuls are good, cosderg ha we are workg wh fuzzy classes where a sude ca belog o oe or aoher model wh cera degree of propery. Fgure 5 shows a wdow of he HESEI erface wh a Iellge Teachg Learg Sysems geeraed for he subjec of Bary Heaps he course of Daa Srucures. We are elaborag some courses dffere subjecs. Fgura 3. Resula Cocep Maps (Iellge Teachg Learg Sysem). VI. VALIDATION OF THE RESULTS The valdao process of he ool had wo sages, o he oe had o valdae he ool as far as facles ha provdes o cosruc ew Iellge Teachg Learg Sysems o all users (o ecessarly exper he compuer scece feld) ad o valdae he possbles of use ad success of he ew Fgura 5. HESEI Ierface VII. CONCLUSIONS Cocep mappg s useful for kowledge maageme as a vehcle for exeralzg "eral" exper kowledge, o

6 22 Revsa Avaces e Ssemas e Iformáca, Vol. 4 No. 1, Juo de 27 allow ha kowledge o be examed, refed, ad reused. Case Based Reasog s useful for kowledge maageme provdg a easy o udersad kowledge represeao records of specfc reasog epsodes ad mehods for accessg releva formao ad buldg up a corporae memory of expereces. The syergy of he wo echologes provdes a promsg approach for addressg corporae kowledge loss by supporg he capure ad reuse of exper desg expereces, helpg o maage ad maa a mpora compoe of orgazaoal kowledge asses. Wh hs work we propose a ew Sude Model ha could be cosdered he cosruco of Iellge Teachg Learg Sysems, where are combed he facles of he Cocep Maps for he orgazao of he kowledge ad he poealy of he Case Based Reasog lke ferece ool. The proposed deas were mplemeed he compuaoal sysem HESEI, whch has bee appled successful he elaborao of Iellge Teachg Learg Sysems by users ha here are o ecessarly exper he Compuer Scece feld. REFERENCES [1] G. O. Maríez, N. e al. Mapas Cocepuales y Redes Bayesaas e los Ssemas de Eseñaza/Apredzaje Ielgees. Cogreso Ieracoal de Iformáca Educava (Cosa Rca). 26. [2] Cañas Albero J. e al. Cocep Maps ad AI: a Ulkely Marrage?. SBIE 24: Smpóso Braslero de Iformáca a Educação Maaus, Brasl. 24. [3] García, Z. e al. Iroduccó a la Ielgeca Arfcal, Guadalajara. Méxco. ISBN: [4] Bello, R. e al. Aplcacoes de la Ielgeca Arfcal. Edcoes de la Noche, Guadalajara, Jalsco, Méxco. ISBN: [5] Eduardo Alba Cabrera. e al. El cocepo de FS esor: ua solucó para u problema de compabldad. Revsa Cecas Maemácas. Cuba. 22. [6] Maríez, N. e al. Uso de éccas de elgeca arfcal e la mplemeacó del modelo del esudae. Memoras del IV Taller Ieracoal de Iovacó Educava sglo XXI: INNOED 25. ISBN: [7] Uvña Parca Ruh. e al. Mapas Cocepuales: ua herramea para el apredzaje de Esrucuras de Daos. JEITICS. Prmeras Joradas de Educacó e Iformáca y TICS e Argea. 25. [8] Guérrez, I. e al. Modelo para la Toma de Decsoes usado Razoameo Basado e Casos e codcoes de Icerdumbre. Trabajo de Tess e opcó al grado ceífco de Docor e Cecas Téccas. 23. [9] Maríez, N. e al. Modelo para el dseño de ua herramea que perme crear ssemas de eseñaza elgees usado razoameo basado e Casos. Memoras de la XI Covecó Ieracoal de Iformáca: Iformáca 25. Habaa, Cuba. ISBN: [1] Dder Dubo, Her Prade. The hree semacs of fuzzy ses. Fuzzy Se ad Sysems [11] Aurora Pos Porraa. e al. Revsa Cecas Maemácas vol. 21, o. 1. Lex: U uevo algormo para el calculo de los esores ípcos. 23. [12] Ruz J., Modelos Maemácos para el Recoocmeo de Paroes. Ed. UCLV [13] Maríez, N. e al. Cómo apreder la eoría de grafos medae u ssema de eseñaza elgee?. RELME 2. ISBN: [14] García, L., Lemage, J. Iroduccó a la Maemáca Dscrea. Tomos 1 y [15] Gavrlov, G.P., Sapozheko, A.A. Problemas de Maemáca Dscrea. MIR [16] Johsobaugh, R. Maemácas Dscreas. Prece Hall, Méxco. 4a Edcó