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Modelling Students’ Knowledge of Ethics

  • Mayya Sharipova
  • Gordon McCalla
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 7926)

Abstract

To accurately model and represent student knowledge is a challenging task, and it is especially difficult for ill-defined domains, characterized by uncertainty and ambiguity. We propose a way to represent students’ positions as they analyze case studies in the Professional Ethics domain. We designed our representation with the goal not only to model students’ knowledge, but also to encourage positive behaviour in students, and increase the quality of their case analyses. As our experiment demonstrates our representation was successful in stimulating certain desired actions in students, but didn’t seem to significantly affect the quality of students’ case analyses.

Keywords

ethics education ill-defined domain student model LSA 

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References

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    Goldin, I., Ashley, K., Pinkus, R.: Assessing case analyses in bioengineering ethics education: Reliability and training. In: Proceedings of International Conference on Engineering Education, San Juan, Puerto Rico (2006)Google Scholar
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    Lynch, C., Pinkwart, N., Ashley, K., Aleven, V.: What do argument diagrams tell us about students aptitude or experience? A statistical analysis in an ill-defined domain. In: Intelligent Tutoring Systems for Ill-Defined Domains: Assessment and Feedback in Ill-Defined Domains, p. 56 (2008)Google Scholar
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    Landauer, T., McNamara, D., Dennis, S., Kintsch, W.: Handbook of Latent Semantic Analysis. Lawrence Erlbaum Associates Publishers (2007)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2013

Authors and Affiliations

  • Mayya Sharipova
    • 1
  • Gordon McCalla
    • 1
  1. 1.ARIES Lab, Dept. of Computer ScienceUniversity of SaskatchewanCanada

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