Deficiency Diagnosis Technique For Confidence Based Learning

1. Deficiency Diagnosis TechniqueFor Confidence Based Learning SayanNath, Rajeev Chatterjee National Institute of Technical Teachers’ Training & Research, Kolkata, India. sayannath@yahoo.co.in; chatterjee.rajeev@gmail.com

2. Content • Confidence Based Learning (CBL) • Phases in CBL • State Chart Diagram • Confidence Based Assessment (CBA) • Knowledge Quadrants • Deficiency Diagnosis • Instructional Objectives • Classification of Instructional Objectives • Scope of Work • Calculation of Deficiency • Summative Performance • Prescription of Lesson Plan • Conclusion • References “Deficiency Diagnosis Technique for Confidence Based Learning”

3. Confidence Based Learning • Confidence Based Learning (CBL) is a newer methodology used in learning that provide a customized based learning plan. • Unlike other methodologies, CBL, first identifies the knowledge gaps and based on the preliminary assessment provides a customized learning plan. • Confidence Based Learning (CBL) is used in an environment where knowledge update is required on regular basis. “Deficiency Diagnosis Technique for Confidence Based Learning”

4. Phases in CBL CBL has mainly three phases: • Diagnosis, • Prescribe and • Learn. “Deficiency Diagnosis Technique for Confidence Based Learning”

5. Diagnose • The system starts by diagnosing the true knowledge of learners (i.e., what they actually know vs. what they think they know.) • The diagnose phases consists of two sub-phase namely Confidence Based Assessment (CBA) and Deficiency Diagnosis. “Deficiency Diagnosis Technique for Confidence Based Learning”

6. Prescribe • In the prescribe phase, the system prepare a learning plan for an individual learner. • The learning plan is prepared based on the knowledge gaps identified during the diagnosis phase. “Deficiency Diagnosis Technique for Confidence Based Learning”

7. Learn • In learning phase, the learner start learning the content to fill up the knowledge gaps identified during diagnosis phase. “Deficiency Diagnosis Technique for Confidence Based Learning”

8. State Chart Diagram for CBL “Deficiency Diagnosis Technique for Confidence Based Learning”

9. Confidence Based Assessment • Confidence based assessment (CBA) is concerned with proper assessment of an individual learner’s knowledge and the level of confidence she has in her knowledge. • The assessment is known as 2-dimentional assessment where both knowledge and confidence level of an individual learner can be simultaneously be identified. “Deficiency Diagnosis Technique for Confidence Based Learning”

10. Outcome of CBA • CBA applied to any individual learner will provide an outcome in form of a knowledge pattern and confidence level • The outcome of the CBA will be provided to the deficiency diagnosis for the purpose of prescribing the learning plan for a particular learner. “Deficiency Diagnosis Technique for Confidence Based Learning”

11. Knowledge Quadrants “Deficiency Diagnosis Technique for Confidence Based Learning”

12. Uninformed • Knowledge that a learner has notacquiredyet. • Someonewhoisuninformedisunlikely to act, which can result in a state of paralysis. “Deficiency Diagnosis Technique for Confidence Based Learning”

13. Misinformed • Knowledge a learner confidently believes to be correct, but whichisactuallyincorrect. • Thosewhohaveconfidence in wronginformation (misinformation) willverylikelymakemistakesonthejob, whichputscompanies at themostrisk. “Deficiency Diagnosis Technique for Confidence Based Learning”

14. Doubt • Knowledge a learner believes to be correct, but anelement of doubtexists that may cause the learner not to acton that knowledge. • Someonewhoharboursdoubtmay be correct on a certification, but islikely to actwithhesitationornotact at all. “Deficiency Diagnosis Technique for Confidence Based Learning”

15. Mastery • Knowledge a learner knowsconfidently that is correct, and whichwilllikely be appliedcorrectly in practice. • Learnerswhohave correct knowledge and a highdegree of confidence in theirknowledge (mastery) are masters of that knowledgedomain. • Theselearners are likely to act and actcorrectly, resulting in higherperforming and more productivelearnerswhomakefewermistakes. “Deficiency Diagnosis Technique for Confidence Based Learning”

16. Deficiency Diagnosis • Deficiency diagnosis takes the outcome of CBA and provides judgement with respect to knowledge gaps for an individual learner. • This becomes instrumental in prescribing a learning plan for the particular learner. “Deficiency Diagnosis Technique for Confidence Based Learning”

17. Pre-requisite for Deficiency Diagnosis • Each of the MCQ will corresponds to an Instructional Objectives defined in the aggregation. • Each of the MCQ should have multiple level of confidence factor. In principle it can varies from 2 to 5. • A learner has to answer each MCQ along-with confidence level failing which the MCQ will be considered as not attempted. • Each of the MCQ will have only one correct answer • A learner will qualify if and only if she reaches mastery level. “Deficiency Diagnosis Technique for Confidence Based Learning”

18. Instructional Objectives • Instructional objectives clearly define what a learner will be able to performs after she goes through the learning objects. • Instructional objectives may also be called performance objectives, behavioural objectives, or simply objectives. “Deficiency Diagnosis Technique for Confidence Based Learning”

19. Instructional Objectives contd… • This also helps content developer or the instructor to development assessment based on the Instructional Objectives. • These provide some sort of accountability towards the learning. “Deficiency Diagnosis Technique for Confidence Based Learning”

20. Characteristics of Instructional Objectives • Specific: the objectives should precisely describe what the learner is expected to do. • Outcome based: this state that what the learner is expected to perform after completion of learning; however it is not concerned with how the learning takes place. • Measurable: it should describe how the learning outcomes can be measured,  and  • Describes the learner's behaviour after learning: the instructional objectives should relate to the performance of the learner. “Deficiency Diagnosis Technique for Confidence Based Learning”

21. Scope of work • It is being proposed an entire curriculum will be divided into a number of organizations. • Each organization will have more than one aggregations. • Each of these aggregation will have multiple Instructional Objectives. • The content development model for each of the aggregation for learning and assessment will be based on these Instructional Objectives. • The content developer will also develop MCQ based on these Instructional Objectives. “Deficiency Diagnosis Technique for Confidence Based Learning”

22. Curriculum Organization Organization Organization Organization Aggregation Aggregation Aggregation • 1Instructional Objective 1 • 2Instructional Objective 2 • … • … • K Instructional Objective n Components of Curriculum “Deficiency Diagnosis Technique for Confidence Based Learning”

23. Activities in Phases The entire activity of designing the content for an aggregation, development of set of MCQ, and performing the deficiency diagnosis is divided into two phases: • Phase I: Content Development & MCQ development • Phase II: CBA and Deficiency Diagnosis “Deficiency Diagnosis Technique for Confidence Based Learning”

24. Phase I • Learning content has to be developed based on Instructional objectives for each of the aggregation. • Learning content is develop at two level: superficial level, where doubts may be cleared as well as in detailed level, where detail knowledge updates are presented. • Set of MCQ in sufficient number needs to be developed relating to the appropriate Instructional Objectives. “Deficiency Diagnosis Technique for Confidence Based Learning”

25. Phase II • In order to measure the deficiency that the learner has towards any aggregation, the learner is passed through the process of deficiency diagnosis. • Deficiency diagnosis is performed by taking input as the performance of a learner obtained during her Confidence Based Assessment (CBA). “Deficiency Diagnosis Technique for Confidence Based Learning”

26. Assumption for mapping deficiency • Each MCQ has only one correct answer • Each answer for an individual MCQ will have 3 level of confidence. • Each MCQ has four option • Each MCQ will be related to one instructional objective • The average weightage of the answer provided by the learner is to be calculated on the basis of formula given below “Deficiency Diagnosis Technique for Confidence Based Learning”

27. Average Weightage (Avg. wt.) calculationfor Deficiency • n= total number of MCQ a learner has answered in reference to an individual instructional objective. • CLkis the level of confidence a learner has in the individual answer to each MCQ. • Further it is proposed that for each correct answer (ansk) there is “+1” marks and for each incorrect answer (ansk) ther is “-1” marks obtained by the learner • The individual weight is calculated as the product of answer of MCQ (ansk) and confidence level (CLk) in that particular MCQ. “Deficiency Diagnosis Technique for Confidence Based Learning”

28. Summative Performance “Deficiency Diagnosis Technique for Confidence Based Learning”

29. Prescription of Learning Plan “Deficiency Diagnosis Technique for Confidence Based Learning”

30. A Typical Example A typical example for Automobile Mechanic Course “Deficiency Diagnosis Technique for Confidence Based Learning”

31. Instructional Objectives for an Aggregation The following instructional objectives will be required to be attained for mastery of the aggregation: “Maintenance of Braking System”. • Clean and service components of the braking system, • Check brake fluids, • Identify any leakage in the brake fluid circuits, • Change brake shoes and adjust brake shoe settings, • Identify any noise in the braking system, and • Adjust clearance of brake pedal. “Deficiency Diagnosis Technique for Confidence Based Learning”

32. Conclusion • In the proposed research paper the authors have tried to find out deficiency diagnosis based on the individual instructional objectives. • The deficiencies were identified in the form of crisp set of instructional objectives. • In future there is a scope that deficiency may be identified by applying fuzzy inference system, where fuzzification of the instructional objectives may be done for more appropriate relationship with Instructional Objectives and Learning Content. “Deficiency Diagnosis Technique for Confidence Based Learning”

33. References [1] http://en.wikipedia.org/wiki/Confidence-based_learning [2] R. Chatterjee, S. Mukherjee, R. Dasgupta, “Design of an LMS for Confidence Based Learning”, Proceedings of INTED 2011 Conference, Valencia, Spain, March 07-09, 2011, pp: 619 – 626, ISBN: 978-84-614-7423-3. [3] Serradell-Lopez E, Lara-Navarra P, Castillo-Merino P, Gonzalez-Gonzalez I, “Confidence Based Learning in Investment Analysis”, Proceedings of First International Conference, TECH-EDUCATION 2010,Athens, Greece, May 19-21, 2010. [4] http://www.moodle.org [5] N. Chaki, R. Dasgupta, “A learners’ quanta based framework for identification of requirements and automated design of dynamic web based courseware” Proc. of 14th Monterey Workshop 2007. [6] S. Ray, N. Chaki, R. Dasgupta, “Design of an adaptive web based courseware”, Proc. of IASTED Int’l Conf. on Intelligent Systems and Control, USA 2004. [7] S. Sengupta, N. Chaki, R. Dasgupta, “Design of a Learning management System on LTSA Framework” Proc. of the 7th WSEAS Int’l. Conf. on Education and educational Technology, Italy 2008. [8] Vassileva J, Deters R, “Dynamic courseware generation on the www”, British journal of Educational Technology, Vol. 29, No. 1 (1997) [9] Adams T.M, Ewen G.W, “The importance of confidence in Improving Educational Outcomes” 25th Annual Conference on Distance Teaching & Learning, University of Wisconsin, Madison, 2009 “Deficiency Diagnosis Technique for Confidence Based Learning”

34. Question ? Question(s) if any may please be mail to sayannath@yahoo.co.in or chatterjee.rajeev@gmail.com “Deficiency Diagnosis Technique for Confidence Based Learning”