Kenneth Koedinger

Source: Wikipedia, the free encyclopedia.
Dr. Kenneth Koedinger
NationalityAmerican
CitizenshipUSA
Alma mater
Human-Computer Interaction
InstitutionsCarnegie Mellon University

Kenneth R. Koedinger (born 1962 in

intelligent tutoring systems, and educational data mining, and his research group has repeatedly won "Best Paper" awards at scientific conferences in those areas, such as the EDM2008 Best Paper,[6] ITS2006 Best Paper, ITS2004 Best Paper,[7]
and ITS2000 Best Paper.

Education

Koedinger received his

Ph.D. in Cognitive Psychology from Carnegie Mellon University.[8] His doctoral advisor was John Robert Anderson
.

Career

Koedinger worked as a Research Scientist in the

Human-Computer Interaction Institute at Carnegie Mellon University. Eventually, Koedinger became an Associate Professor and subsequently a professor at Carnegie Mellon University.[9] He has had many prestigious graduate students and post-doctoral fellows, in particular Neil Heffernan and Vincent Aleven
.

Research

Knowledge-Learning-Instruction Framework (KLI Framework)

Koedinger studied and developed the KLI framework of Learning Science. In 2012, Koedinger, along with his colleague

HCII and Charles Perfetti from the University of Pittsburgh, introduced the Knowledge-Learning-Instruction framework.[10]
The propositions within the KLI framework can help generate research questions within specific domains and instructional situations that, with further work, yield precise and falsifiable predictions. The KLI framework relates a set of observable and unobservable events: Learning Events, Instructional Events, Assessment Events and Knowledge Components.

Cognitive Tutor

Koedinger has a huge contribution to the Intelligent Tutoring System (ITS), and developed several cognitive tutor software to aid the traditional classroom learning. Among which the "Cognitive Tutor Algebra" is one of the precursors of the ITS. In 2006, Koedinger and Albert Corbett invented the Cognitive Tutor Algebra from their Cognitive Tutor research.[12] It is intended to provide students with immediate step by step hints and feedback, which traditional classroom practice can not provide.

In 2011, Koedinger, and his colleagues Ido Roll, Vincent Aleven and Bruce M. McLaren introduced the Help Tutor, an enhanced version of the Geometry Cognitive Tutor that is capable of giving immediate metacognitive feedback on students' help-seeking errors.[13] As an enhanced version, the Help Tutor teaches help-seeking skills by giving metacognitive feedback on students' help-seeking errors in the context of learning a domain-specific problem-solving skill. The Help Tutor messages include only domain-independent metacognitive content for several reasons: to encourage students to focus more on the metacognitive feedback (and not be distracted by domain content), to help students generalize the help-seeking skills, and to make the Help Tutor reusable with different Cognitive Tutors.

See also

References

  1. ^ "HCII Webpage". 2011. Retrieved 2011-08-20.
  2. ^ "Software Tutors Offer Help and Customized Hints". New York Times. September 16, 2004. Retrieved 18 August 2011.
  3. ^ "PSLC Webpage". 2011. Retrieved 2011-08-20.
  4. ^ Testimony to National Mathematics Panel, Steven Ritter, John Anderson, November 6, 2006, available at www.carnegielearning.com/whitepapers/6/
  5. ^ "Software Tutors Offer Help and Customized Hints". New York Times. September 16, 2004. Retrieved 18 August 2011.
  6. ^ "EDM2008 Proceedings". 2008. Retrieved 2011-08-20.
  7. ^ "ITS2004 best paper announcement". 2004. Retrieved 2011-08-20.
  8. ^ "Koedinger CV". 2011. Retrieved 2011-08-20.
  9. ^ "Koedinger CV". 2018. Retrieved 2018-02-06.
  10. PMID 22486653
    .
  11. ^ "Knowledge component - Pslc". www.learnlab.org. Retrieved 6 February 2018.
  12. ^ Koedinger, Kenneth R.; Corbett, Albert T. (Jan 2006). "Cognitive tutors : technology bringing learning science to the classroom". The Cambridge Handbook of the Learning Sciences: 61–77.
  13. doi:10.1016/j.learninstruc.2010.07.004
    .

External links
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