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papers > luckin02
Rosemary Luckin and Benedict du Boulay (2002).
Can stereotypes be used to profile content?.
Proceedings of the Future TV: Adaptive Instruction In Your Living Room (A workshop for ITS 2002) pp..
http://www.it.bton.ac.uk/staff/jfm5/FutureTV/Luckin.pdf
Abstract
Interactive Educational Television (ieTV) exemplifies the disappearance of barriers between different delivery technologies and production traditions. This, in combination with an enthusiasm on the part of educational policy makers and funding bodies to look for new partnerships between commerce and academia, should provide researchers concerned with the use of artificial intelligence in the design of educational technology with a channel through which to offer a wealth of knowledge and experience. Broadband technologies allow multiple strands of data to be transferred both to and from learners and educators. This provides opportunities for interactivity and user modelling on a global scale and adds considerable depth to the notion of lifelong learning. Adaptive system design has been the staple of Interactive Learning Environment development with an increasing acceptance of social learning approaches and collaboration student modelling that can be inspectable by multiple parties and collaboratively constructed, authoring systems, software scaffolding, distributed peer help and embodied agents (Burton, 1996; Dillenbourg P., Baker M., Blaye A., & O'Malley C., 1995; Luckin & du Boulay, 1999) for example). All of this work has a great deal to offer to inform the development of effective ie-TV. Ie-TV extends our view of video and film precisely because it introduces a greater degree of interactivity. In the same way that there has already been a crossover between work done by TV producers and that done within AIED, the same is true in the opposite direction. Those working within AIED are looking to the film and TV industry to inform their work with narrative in Interactive Learning Environments (Plowman, Luckin, Laurillard, Stratfold, & Taylor, 1999). In a previous paper we have outlined an underpinning socio-cultural pedagogy for the wired and wireless future and proposed the Broadband User Model as a design framework (Luckin & du Boulay, 2001). In this paper we consider the implications of Broadband User Modelling for Metadata stereotypes.
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