Towards Interpretation Strategies for Multimodal Instructional Analogies

Maria D. Chang, Kenneth D Forbus

Research output: Contribution to conferencePaper

Abstract

People often use instructional analogies to introduce new concepts or explanations. Examples of these analogies can be found in instructional science texts and guides for inservice teachers. Building software that can understand instructional analogies has two potential benefits. First, it would enable an individual to convey new or existing qualitative concepts to a machine using analogies, thereby allowing them to explain ideas that may be cumbersome to describe otherwise. Second, a computational model of interpreting multimodal instructional analogies can be used as the basis of intelligent educational software, given that the use of analogies to teach science is a common and recommended practice for teachers. In this paper, we describe work in progress on techniques using qualitative spatial representations for interpreting analogies that are composed of simplified English text and sketches, illustrated by a running example.
Original languageEnglish (US)
Number of pages8
StatePublished - 2015

Fingerprint

interpretation
teacher
science
software

Cite this

@conference{ea4f66312df64473a22edc1910270273,
title = "Towards Interpretation Strategies for Multimodal Instructional Analogies",
abstract = "People often use instructional analogies to introduce new concepts or explanations. Examples of these analogies can be found in instructional science texts and guides for inservice teachers. Building software that can understand instructional analogies has two potential benefits. First, it would enable an individual to convey new or existing qualitative concepts to a machine using analogies, thereby allowing them to explain ideas that may be cumbersome to describe otherwise. Second, a computational model of interpreting multimodal instructional analogies can be used as the basis of intelligent educational software, given that the use of analogies to teach science is a common and recommended practice for teachers. In this paper, we describe work in progress on techniques using qualitative spatial representations for interpreting analogies that are composed of simplified English text and sketches, illustrated by a running example.",
author = "Chang, {Maria D.} and Forbus, {Kenneth D}",
year = "2015",
language = "English (US)",

}

Towards Interpretation Strategies for Multimodal Instructional Analogies. / Chang, Maria D.; Forbus, Kenneth D.

2015.

Research output: Contribution to conferencePaper

TY - CONF

T1 - Towards Interpretation Strategies for Multimodal Instructional Analogies

AU - Chang, Maria D.

AU - Forbus, Kenneth D

PY - 2015

Y1 - 2015

N2 - People often use instructional analogies to introduce new concepts or explanations. Examples of these analogies can be found in instructional science texts and guides for inservice teachers. Building software that can understand instructional analogies has two potential benefits. First, it would enable an individual to convey new or existing qualitative concepts to a machine using analogies, thereby allowing them to explain ideas that may be cumbersome to describe otherwise. Second, a computational model of interpreting multimodal instructional analogies can be used as the basis of intelligent educational software, given that the use of analogies to teach science is a common and recommended practice for teachers. In this paper, we describe work in progress on techniques using qualitative spatial representations for interpreting analogies that are composed of simplified English text and sketches, illustrated by a running example.

AB - People often use instructional analogies to introduce new concepts or explanations. Examples of these analogies can be found in instructional science texts and guides for inservice teachers. Building software that can understand instructional analogies has two potential benefits. First, it would enable an individual to convey new or existing qualitative concepts to a machine using analogies, thereby allowing them to explain ideas that may be cumbersome to describe otherwise. Second, a computational model of interpreting multimodal instructional analogies can be used as the basis of intelligent educational software, given that the use of analogies to teach science is a common and recommended practice for teachers. In this paper, we describe work in progress on techniques using qualitative spatial representations for interpreting analogies that are composed of simplified English text and sketches, illustrated by a running example.

M3 - Paper

ER -