Adapt Meeting regarding the Children's Pedagogical Ontology

Minutes of the meeting were not saved by Zakim, here they are below:

Bob Dolan, co-principal investigator of CLIPPS - Customized Learning
Interface Production from Pedagogic Semantics -- presented to Adapt and
answered questions.

Userful links:
https://bob-dlc.github.io/clipps/
https://bob-dlc.github.io/clipps/ontology/index.html

Meeting Minutes below (Lionel, Scribe, adding notes sent by Janina and Matt)

Why photosynthesis?
Teachers at the time identified it as a particularly challenging subject
for this age group

Context was very important
Am I getting introduced to a new topic?
Am I studying for a test?
2D spatial content needs to be linearised
could give students a choice of what to look at, but with varying degrees
of scaffolding

considered screen size as a factor
Is the student on their phone, on a bus?
Is the student at a computer?

Apologies for the state of the documents, assets
Some have gone missing over the years

Project focus
On the technology
Not on efficacy (no surveys proving that it is demonstrably better for
kids, to learn)
selection, sequencing, and rendering
not individual, but context


The personas
picked 3 fictive students Brian, Alita, Sasha
Used UDL to generate these personas

Learning styles was mentioned
This was debunked
But the idea of difference should be preserved

UDL
a bit fuzzy
it is a set of design principles
might be useful for COGA and RQ
Bob able to see either side of the debate and willing to return on that
topic

Matt: Order seems really important to me
How do you order pedagogical content?
students who have a preference for "tie this into what I already know"
"give me something engaging" as opposed to "just show me the formula"
(looking at the world as a chemist). affective considerations as to best
sequence to get students motivated


Ontology has 'edges'
DescribedBy, Provides visual representation of


Discussing simplification
They have to provide all materials to all students. There is an exception
for students with the most profound cognitive disabilities, they can have
alternate achievement standards.
Complex subject-based, political, even legal, implications

Text-only
We don't want to over-cater to students. If a student only reads the text,
we could characterise them and build a profile that gives them only the
text (think of all the bandwidth we could save).
BUT... the art of good teaching is knowing when to challenge the student:
suggesting they learn to interpret the images, because they find them
overwhelming, but it would help them to understand the diagrams.
Then they'll cope with them, rather than always shying from them.


Beware not to overcategorize
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