CONTENTS Overview Members Publications Collaborative Learning Ontology Overview Learning Goal Ontology Three kinds of Leaning Goals Conceptual Structure of Learning Goal Ontology Four Types of W-goals Structure of each W-goal Notation Last update: 5 May 2k

Learning Goal Ontology - Three kinds of Learning Goals The collaborative learning ontology has three kinds of goals: one common goal and two kinds of each member's personal goals. In this section, we distinguish among the three goals and identify the goals with justification based on learning theories. A learner will join in a collaborative learning session to attain learning goals. We classify the goal of the first person (I), that of the first person to interact with the second person (You), and that of the whole group as I-goal, Y<=I-goal, and W-goal, respectively. I-goal, which is described as G:I, represents what a learner is expected to acquire through the collaborative learning session. Y<=I-goal, which is described as G:Y<=I, represents the means to attain I-goals. Both I-goals and Y<=I-goals are personal goals for a learner. W-goal expresses the situation being set up to attain Y<=I-goals and we describe the goal as G:W. W-goal is a common goal characterizing the whole group. This figure represents learning goals in a group where three learners: LA, LB and LC are participating. Learner LA has an I-goal which is attained through this collaborative learning session and this goal is described in the figure as G:I(LA). Both LB and LC have I-goals, and they are represented as G:I(LB) and G:I(LC) respectively. G:Y(LB)<=I(LA) is a Y<=I-goal between LA and LB observed from LA's viewpoint. In other words, it means the reason why LA interacts with LB. Concerning this interaction between LA and LB , there is also a Y<=I-goal observed from LB's viewpoint. That is, it is the reason why LB interacts with LA. This Y<=I-goal is represented as G:Y(LA)<=I(LB). Both G:I(LA) and G:Y(LB)<=I(LA) are personal goals of LA. G:W({LA, LB}) is a W-goal of the learning group (LA, LB). G:W({LA,LB,LC}) is a W-goal of the learning group (LA, LB, LC). I-goal We can expect learners to acquire not only new knowledge concerning problems they solve, but also cognitive skills, meta-cognitive skills, and skills for self-expression through the collaborative learning session. The process to acquire a specific knowledge includes three qualitatively different kinds of learning: Accretion, Tuning, and Restructuring. Accretion is to add new information to a learner's preexisting schemata, and to interpret the information in terms of relevant preexisting schemata. Tuning is to understand the knowledge through applying the knowledge to a specific situation. Restructuring is to reconstruct the learner's knowledge structure. Concerning development of skills, there are also three phases of learning: Cognitive stage, Associative stage, and Autonomous stage. Cognitive stage involves an initial encoding of a target skill into a form sufficient to permit a learner to generate the desired behavior to at least some crude approximation. Associative stage is to tune the target skill through practice. Errors in the initial understanding of the skill are gradually detected and eliminated. Autonomous stage is one of the gradual continued improvements in the performance of the skill. Acquisition of Content-Specific Knowledge To add new knowledge concerning the target domain to existing schemata, to understand it, and then to (re) construct knowledge structure. Accretion Tuning Restructuring Development of Cognitive Skill To get knowledge concerning cognitive skills such as diagnosing and monitoring, to practice them, and then to refine them. Cognitive stage Associative stage Autonomous stage Development of Metacognitive Skill To get knowledge concerning metacognitive skills for observing self-thinking process, diagnosing it and regulating or controlling of self-activity, to practice them, and then to refine them. Cognitive stage Associative stage Autonomous stage Development of Skill for Self-Expression To get knowledge concerning the skills for externalizing self-thinking process and presenting the learner's self-perspectives, to practice them, and then to refine them. Cognitive stage Associative stage Autonomous stage Y<=I-goal The learner is expected to achieve the I-goals through interaction with other learners. For example, to achieve the I-goal ``Acquisition of Content-Specific Knowledge (Accretion)'', some learners could take the Y<=I-goal ``Learning by being Taught'', while some learners could take another Y<=I-goal ``Learning by Observation''. Learning by Observation Learning indirectly by observing other learners' learning processes. Learning by Self-Expression Learning by externalizing self-thinking process, such as self-explanation and presentation. Learning by Teaching Learning by teaching something he/she already knows to other learners. Learning by being Taught Learning directly by being taught by other learners. Learning by Apprenticeship Learning by observing other learners' behavior and then imitating it. Learning by Practice Learning by applying knowledge or skill to a specific problem. Learning by Diagnosing Learning by diagnosing other learners' learning or thinking processes. Learning by Guiding Learning by demonstrating knowledge or skill to other learners and guiding the learners. Learning by Reflection Learning by rethinking and observing the learner's self-thinking process. Learning by Discussion Learning by discussion with other learners. W-goal The W-goals are classified into three kinds (i.e., M-PR, M-SR, and PR=SR) and one exceptional W-goal (CW) according to their structures. M-PR type Setting up the situation for Peer Tutoring [PT] Setting up the situation where a learner teaches something to another learner. Setting up the situation for Anchored Instruction [AI] Setting up the situation where a learner diagnoses another learner's problem and then solve it (Problem-based Learning) M-SR type Setting up the situation for learning by Cognitive Apprenticeship [CA] Setting up the situation to learn knowledge or skill as an apprentice Setting up the situation for sharing (Meta-) Cognitive function between learners [SC] Setting up the situation to share cognitive or meta-cognitive function between learners based on Sociocultural Theory Setting up the situation for sharing Multiple Perspectives [CF] Setting up the situation to evoke a learner's reflective thinking based on Cognitive Flexibility theory. PR=SR type Setting up the situation based on Distributed Cognition [DC] Setting up the situation where full participants, whom knowledge bases are different each other, discuss problems Setting up the situation based on Cognitive Constructivism [CC] Setting up the situation where full participants discuss problems CW type Setting up the community for Legitimate Peripheral Participation [LPP] Setting up the the community of practice for peripheral participant Setting up the situation for Observational Learning [OL] Setting up the situation to share other learners' learning processes Note: [**] means an abbreviation for the W-goal. (e.g.,) The W-goal ``Setting up the situation for Peer Tutoring'' is abbreviated as ``PT''.