Srikumar Lakshmipathi
Ramanan P. S.
Uday Sreekanth
The Problem: Limitations of traditional modes of instruction in complex domains-----------Traditional methods of instruction use LINEAR methods for imparting knowledge. These methods are not very useful for conveying post-introductory learning indomains that are ill-structured and complex. Post-introductory learning involves a shift from attaining superficial familiarity to a mastery of the subject matter and a shift from knowledge reproduction to knowledge use. It calls for the ability to adaptively re-assemble diverse elements of knowledgeto fit the particular case in hand. The author labels this "cognitiveflexibility". Formally defined, cognitive flexibility is the ability tospontaneously restructure one's knowledge, in many ways, in adaptive responseto changing demands of the situation. Cognitive Flexibility Theory ispresented as a means to foster knowledge acquisition in a complex domain.This paper focuses on a single illustrative context- a computer programin the area of literary comprehension, with an understanding of the complexpatterns of individual behavior. The meaning of a literary work is morethan a mere sequencing of events (i.e., linearity), since their layout does notreduce to a single interpretation. Representing non-sequential patternsof themes is perhaps the most useful scaffolding.Cognitive Flexibility Theory----------------------------Wittgenstein's metaphor - "the criss crossed landscape" forms the foundationof the cognitive flexibility theory. Wittgenstein in (his book) "PhilosophicalInvestigations", treated the different topics as different sites in alandscape. These different sites were then arranged in the form of an album.The sequences in the album represented different traversals of the landscape. By rearranging the sequence of sketches presented in the album, new dimensions of the landscape can be observed or studied. The multifaceted nature of the landscape becomes clear after a number of traversals, when the student has criss-crossed it in many directions.Extending the idea, in cognitive flexibility theory, one learns akinto "criss-crossing conceptual landscapes". Issues involved are analyzed indifferent contexts and from different perspectives. The instructional mediummakes such criss-crossing possible and knowledge representations reflect the"criss-crossing that occurred during learning". The criss-crossing natureleads to knowledge structures that can be likened to a weaving in the form ofa web. This implication of high interconnectivity accounts for flexibility inapplication. Also, such structures can be easily re-assembled for problemsolving in new domains. Hypertext is used as a means to impart these knowledgestructures.The Method: Cognitive Flexibility Hypertexts-----------Cognitive Flexibility Hypertexts are computer based instructional programs that are born from Cognitive Flexibility Theory and are built to carryout its operations. The computer's ability to utilize the highly multi-dimensional and web-like structure in multiple ways renders the term"RANDOM ACCESS INSTRUCTION" to this kind of an educational set-up.To illustrates the use of this technique in the area of literary comprehension,the classic film "Citizen Kane" has been considered as an example. A computerprogram "KANE" is detailed, that helps a student develop a betterunderstanding of some of the finer aspects of the film. The program bearsparticular emphasis to Kane's character (i.e, his motivations, feelings,values etc. through the progression of the film.) KANE: Knowledge Acquisition by Nonlinear Exploration----KANE was programmed using something termed as the HANDY authoring language.It is designed for use by advanced high school to college level students and assumes that the student has ALREADY VIEWED the film. On starting the program, students can select from one of many themes. "Each theme has been put forward by some experts as being capable of providing a complete account of the Kane character's behavior, motivations, failings, and so on". For those familiar with the movie, some examples of themesinclude "Hollow Man", "Wealth Corrupts", and "Outsized Ambition".On selection of a theme, the student is presented with a list of scenes thatare meaningful to the theme selected. The student also has access to additionalthemes that a scene portrays. Every scene combines a segment of the film with a textual commentary on the theme it represents. By viewing the same scene under different themes, students develop a (comprehensive grasp ?) betterunderstanding of the subtletilies and nuances associated with some of thefiner aspects.Interestingly, restriction is absent and the students are given the freedom todefine and form their own themes. This feature would be particularly useful toinstructors wanting to educate students on a particular aspect of the literarypiece under question. Two more points need to be made- (a) The student has several options afterthe presentation of a scene. If the non-sequential rendition has introducedconfusion there is the capability to review what was exactly seen in timesequence. Similarly, there are other useful options such as reviewing thehistory of commands, organize non-sequential clusters and view thesesequentially, etc. (b) The student can re-edit the enitre film as a function oftheme- i.e., only scenes relevant to that theme will be shown.Knowledge transfer with KANE:-----------------------------Complex knowledge comprehension is enabled by introducing "bite-size chunks".In the course of traditional instruction, early simplifications createimpediments to the mastery of complexity introduced later. Complexity has tobe therefore presented earlier and this is embodied in KANE. Students are ableto deal with this complexity as each scene presented runs only for about 30 to40 seconds and is presented in context and with a full commentary. A scene (mini-case) is the fundamental unit of instruction. The paperidentifies several advantages to using mini-cases as the primary instructionalorganizing unit. These are -i) The process of acquiring experience is enhanced. By presenting mini-casesthe system is able to present to a 45-50 second scene to the learner, with theanalysis that follows dealing with a variety of aspects and theories thatneed to be learned. Analysis of several such cases, enable the learner togain vast experience in the related contexts.ii) The system, does not break down the problem into "simpler" components-rather, the problem is split as "bite-size chunks", that allow the userto deal with the complexity of the context in small amounts. This is referredto as "reconceptualization of instructional incrementalism".iii) The division of a case into several mini-cases breaks down the integrity of an intact case, in that it reduces the chances of the learnerto overly rely on a intact case as a prototype. Mini-cases help the learner to grasp the various aspects of an intact case. Also, it leads toenhancing the multiple mapping of the necessary aspects of each mini-case.iv) Mini-cases facilitate domain-specific knowledge retrieval, which is necessary while dealing with ill-structured domains. The cognitiveprocesses in analysis and understanding of mini-cases is much simplerthan the analysis of a much larger case, and this arguably assists the processof domain specific knowledge retrieval.v) Mini-cases facilitate an in-depth analysis. In contrast, large cases donot assist the process of in-depth analysis, which means that some important aspects that are relevant in the present context may go unnoticed. Detailed analysis is necessary for better understanding of all domain-specific principles, and this assists the learner to apply the principles at a later stage.vi) System development is made easier with the use of mini-cases,for e.g. the coding of mini-cases, assists the automatic generationof several case contrasts and traversal routes (in what is claimed to be)an exponential rate.Miscellaneous Points--------------------- Through providing 10 equal, frequently applicable themes in KANE, the systemcreators wish to portray their view that no single theme permits a totalview of the scenario.- A non-replicative repetition scheme helps present the same context invarying cases. This (unlike traditional methods where this is employed tostrengthen learning of a particular aspect), indicates the different shadesof meaning that are possible in different views.- The idea of non-structured instruction relies on knowledge disseminationthrough repeated demonstration rather than a single abstract instantiationwhich is possible in structured environments.- The work stresses the equi-importance of concepts and cases, with conceptualknowledge taught in the context of actual cases of its application. A sentencewe liked was "hypertext integrates conceptual and situational learning,in which each is thought about in terms of the other."- The domain causes conceptual combination to be the rule rather than theexception. This vitiates the compartmentalization of knowledge, overcomingbiases created by insularity.- Two sub-theme occurrences can be grouped together and explored using a themecombination search to validate the grouping. This is a simple approach todealing with what is otherwise a non-trivial issue.- Special initiative options can be used to "color" a theme. What this meansis that a specially programmed sequence with thematic overlays can be usedto guide analytical thinking, while at the same time subjecting the sessionwith the topic of the special initiative.- Problems concerned with getting lost in hyperspace are remedied througha case-centered scheme where the user is never one step beyond the focusof instruction, since each mini-case begins a complete and independent unitof instruction.Uday Sreekanthuday@cc.gatech.edu
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