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Teaching Agents
in Tutorial CALL
in Tutorial CALL
Phil
Hubbard
CALICO
Symposium
June
4, 1999
From Dieter Wolff...
̶=
0;On
the basis of our present knowledge of language learning, I believe that the only =
defensible role for the computer in language learning is that of tool.” (p. 127)
̶=
0;In
learner autonomy, the key concept in modern language learning and in all humanistically oriented pedagogy, the computer as tutor cannot have a place.” (p. 128)
From a
review of Michael Levy’s Com=
puter
Assisted Language Lea=
rning:
Context and Conceptualization in =
System, March
1999.
From Ray Kurzweil...
̶=
0;It
is now 2009…. Intelligent courseware has emerged as a common means of learning. Recent controversial studies have shown that children can=
learn basic skills such as reading and math just a=
s readily with interactive learning software as with=
human teachers…” (p. 191)
<=
/span>
̶=
0;[In
2019] most learning is accomplished using intelligent, software-based simulated teachers.=
221;
(p. 204)&#=
13;
The Age of Spir=
itual
Machines, Viking Press, 1999.
![](3D"slide0004_image002.gif")
View of Language Learning
Learner=
Other Learners
Materials
Environment
Teacher
=
;
Materials
=
;
Virtual
Environment
=
;
Virtual
=
;
Teacher
![](3D"slide0004_image003.gif")
![](3D"slide0004_image004.gif")
=
;
REAL WORLD =
;
COMPUTER WORLD
![](3D"slide0004_image006.gif")
![](3D"slide0004_image007.gif")
![](3D"slide0004_image008.gif")
Definition
A teaching=
agent is a programmed entity which has deliberate, distinguishable characteristics leading the user to recognize it as functioning in=
a teaching role normally played by a live human.
Forms of Teaching Presence
•Disembodied textual presence
Forms of Teaching Presence
Forms of Teaching Presence
Forms of Teaching Presence
Forms of Teaching Presence
Forms of Teaching Presence
Forms of Teaching Presence
Forms of Teaching Presence
Why...
...should we worry about this anyway?
Why...
...should we worry about this anyway?
…a number of factors are
converging to make it inevitable.
Because...
Convergence
Convergence
Convergence
<=
span
class=3DHBB style=3D'position:absolute;left:-4.01%'>•Technolo=
gical
advances (speech recognition, etc.)
Convergence
<=
span
class=3DHBB style=3D'position:absolute;left:-4.01%'>•Technolo=
gical
advances (speech recognition, etc.)
<=
span
class=3DHBB style=3D'position:absolute;left:-4.31%'>•Desire to
interact with people, not information
Convergence
<=
span
class=3DHBB style=3D'position:absolute;left:-4.01%'>•Technolo=
gical
advances (speech recognition, etc.)
<=
span
class=3DHBB style=3D'position:absolute;left:-4.31%'>•Desire to
interact with people, not information
Convergence
<=
span
class=3DHBB style=3D'position:absolute;left:-4.01%'>•Technolo=
gical
advances (speech recognition, etc.)
<=
span
class=3DHBB style=3D'position:absolute;left:-4.31%'>•Desire to
interact with people, not information
Convergence
<=
span
class=3DHBB style=3D'position:absolute;left:-4.01%'>•Technolo=
gical
advances (speech recognition, etc.)
<=
span
class=3DHBB style=3D'position:absolute;left:-4.31%'>•Desire to
interact with people, not information
Convergence
<=
span
class=3DHBB style=3D'position:absolute;left:-4.01%'>•Technolo=
gical
advances (speech recognition, etc.)
<=
span
class=3DHBB style=3D'position:absolute;left:-4.31%'>•Desire to
interact with people, not information
Convergence
•Teacher presence in textbooks
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Convergence
Convergence
Characteristics of an Expert Tutor
• Physical
presence and personality
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Characteristics of an Expert Tutor
• Physical
presence and personality
• Demonstr=
ated
expertise in the area to be learned
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Characteristics of an Expert Tutor
• Physical
presence and personality
• Demonstr=
ated
expertise in the area to be learned
• Excellen=
t one on
one teaching skills
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Characteristics of an Expert Tutor
• Physical
presence and personality
• Demonstr=
ated
expertise in the area to be learned
• Excellen=
t one on
one teaching skills
• Excellent
communication and interpersonal skills
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Elements of an Effective Teaching
Agent
•A physical presence =
and a
personality that connects with the learner
Elements of an Effective Teaching
Agent
•A physical presence =
and a
personality that connects with the learner
• The abil=
ity to
portray expertise convincingly
Elements of an Effective Teaching
Agent
•A physical presence =
and a
personality that connects with the learner
• The abil=
ity to
portray expertise convincingly
•The abil=
ity to
engage in anticipatory interaction (initiating teaching moves
and responding to learner input in a way that gives the impres=
sion
of human-human interaction)
Elements of an Effective Teaching
Agent
•A physical presence =
and a
personality that connects with the learner
• The abil=
ity to
portray expertise convincingly
•The abil=
ity to
engage in anticipatory interaction (initiating teaching moves
and responding to learner input in a way that gives the impres=
sion
of human-human interaction)
•The abil=
ity to
adapt (monitor patterns of learner use and act on that informatio=
n to
improve teaching)
Recommendations for Teachers
•Look for compatible
teacher presences in tutorial software
Recommendations for Teachers
•Look for compatible
teacher presences in tutorial software
=
•Think of
software evaluation as a job interview: you’re hiring an
associate
Recommendations for Teachers
•Look for compatible
teacher presences in tutorial software
=
•Think of
software evaluation as a job interview: you’re hiring an
associate
•Take
note of your interactional patterns with students in
class, in tutorial settings, and when they use tutorial softwar=
e
Recommendations for Researchers
•Incorporate relevant
findings from related fields (AI, HCI, persuasive computing,
affective computing, etc.)
Recommendations for Researchers
•Incorporate relevant
findings from related fields (AI, HCI, persuasive computing,
affective computing, etc.)
•Look at how students=
use
existing tutorial software: see what’s missing
Recommendations for Researchers
•Incorporate relevant
findings from related fields (AI, HCI, persuasive computing,
affective computing, etc.)
•Look at how students=
use
existing tutorial software: see what’s missing
=
•Look at =
whether
there are changes in notions of control when an expert ag=
ent
is present
Recommendations for Researchers
•Incorporate relevant
findings from related fields (AI, HCI, persuasive computing,
affective computing, etc.)
•Look at how students=
use
existing tutorial software: see what’s missing
=
•Look at =
whether
there are changes in notions of control when an expert ag=
ent
is present
•Look
at not only initial reactions but also how the student-teaching
agent relation develops over time
Recommendations for Developers
•If you aren’t =
using
a teacher agent now, think about how one might add somethi=
ng
to a current program
Recommendations for Developers
•If you aren’t =
using
a teacher agent now, think about how one might add somethi=
ng
to a current program
•If you are using one, look at the personality a=
nd interactional
patterns: how could it be made better without changing much of t=
he
rest of the program?
Recommendations for Developers
•If you aren’t =
using
a teacher agent now, think about how one might add somethi=
ng
to a current program
•If you are using one, look at the personality a=
nd interactional
patterns: how could it be made better without changing much of t=
he
rest of the program?
•Don’t create a teaching agent you
wouldn’t want to have as your teacher
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Recommendations for Developers
•If you aren’t =
using
a teacher agent now, think about how one might add somethi=
ng
to a current program
•If you are using one, look at the personality a=
nd interactional
patterns: how could it be made better without changing much of t=
he
rest of the program?
•Don’t create a teaching agent you
wouldn’t want to have as your teacher
•If you ar=
e a
teacher yourself, think of how you could project your own teaching
persona into the program.
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