**5.2 Consultation screen**

When the learner changes his/her screen to consultation screen (2), the system will provide some preliminary suggestions to the learner according to the request on the inquiry screen (1). The retrieved cases are sorted according to their similarity and knowledge-weight. The learner still has to revise them to construct his/her own troubleshooting plan as the testing request. S/he will be encouraged to choose his/her interested AK-cells from screen (2); and output them into attention screen (3) for reuse and study. Whenever s/he clicks an AK-cell,

Proposing Two Algorithms to Acquire Learning

**6. The algorithm of MALESAassessment** 

**6.1 The definitions of MALESAassessment** 

includes two steps, are defined as follow:

*Inquiry:x* 

*i k* 0

**Definition 2-3-1**. The *retrievalQuantity(*

retrieved into consultation screen where

*ci*<sup>=</sup> 

 where

 is the default retrieval number of AK-cells is an offset to adapt the retrieval quantity

> )( ;)(

*orxinquiry* where,

*<sup>i</sup> kattention*

 *n*

*i k* 0

on consultation screen, where


<sup>|</sup> *n*

*i*

*i*

Knowledge in Problem-Based Learning Environment 153

This section explains the second algorithm - MALESAassessment. It applies six definitions to clarify the symbols used in the instructions. The algorithm shows how the educator reassigns suitable keywords to each AK-cell to reconstruct the system to a CBR expert system; and how learners apply MALESAassessment to answer the testing question. At last, we

**Definition 2-1**. The *re-organize(K)* action is used to reorganize the knowledge base, which

1. keywords(educator, *ki*), means the educator would re-assign the keywords to

2. CBR(*K*), means MALESAbrain *K* has been re-constructed as CBR expert

*x* is participant's inquiring-input which includes inquiring-question,

is retrieved AK-cells as CBR output to the consultation screen.

*)* is defined as the number of AK-cells being

provide a successful retained case in the system during the experiment.

each AK-cell *ki* in the knowledge base *K*

system - called MALESAassessment.

*n*

0 where

*i <sup>i</sup> matching <sup>k</sup>*

keywords and participant-email

**Definition 2-3-2**. A *consultation-action(ci)* is defined as an action chosen by the participants

MALESAassessment then append it to the attention screen.

 *inquiry(x)* , means participant do not satisfy with the inquiry result on the consultation screen and want to re-enter another inquiry again. *attention(ki)*, means participant chosen an AK-cell for reuse, and

**Definition 2-2**. The *inquiry(x)* function is defined as

it will change the AK-cell as a target for CBR and retrieve those cases of interest to the learner. These kinds of learner-browsing and system-retrieving operations will be repeated until s/he can find interested AK-cell on the screen.

Fig 13 shows there are two control buttons and two adjustment arrows on the consultation screen (2). To show his/her interest in an AK-cell, s/he can click "attention" button to put the chosen AK-cell to the attention screen (3). To re-enter his/her inquiring problem, s/he can click "inquiry" button for restarting a query. To change the number of AK-cells on the screen, the learner can also click either the "up" or "down" arrow to increase or decrease the number of the AK-cells on the screen.

This process of selecting interested AK-cells will be continued until the learner is satisfied with the selection of interested AK-cells on the attention screen (3).

#### **5.3 Attention screen**

After successfully collecting a list of interested AK-cells, the learner then exits consultation screen (2) and pays attention to the interested knowledge pieces on attention screen (3) for study and revision. This screen shows a list of interested AK-cells from learner's choices. Each AK-cell also includes a list of suggested solutions, obtained from the learning discussions. To answer the assessment test, learner now needs to pay attention to these solution-lists to discover suitable solutions to fix the real world problem.

There are three buttons on this screen. First, the learner can choose a solution then click a "plan" button, which will append the selected solution to the plan screen (4). Secondly, s/he can choose an unwanted AK-cell then click "delete" button for deleting the uninteresting AK-cell at the screen. Thirdly, if the learner cannot make a plan on the screen, s/he might click "clear" button to clear the whole screen and returns to consultation screen (2) for restarting and choosing more practical AK-cells.

#### **5.4 Plan screen**

After obtaining some solutions from the attention screen (3), the learner now revises and rearranges the order of executive steps on the plan screen (4). On this screen, there are two arrows for "ascending" or "descending" the position of a selected solution, which helps the learner to organize his/her plan. There are also four other buttons on the plan screen with different usages. The "deleting" button is for deleting a selected solution. The "clearing" button is for clearing the whole screen and switching back to the attention screen (3) for restarting the selections again. The "successful" exit button is for the learner who has successfully made his/her troubleshooting plan and fixed the assessment problem. The "fail" exit button is for the learner who cannot establish a plan or cannot fix the assessment problem. Behind the screen there is one thing worth noting. No matter whether the learner clicks "successful" exit or "fail" exit, the assessment reports will be sent to the educator for

marking. The assessment reports include two parts:

i. the troubleshooting plan, and

ii. the log file which records whole learner's planning tasks with time stamps.

The educator then marks the assessment reports based on these two documents. When it is a successful case, the educator can concentrate on his/her troubleshooting plan for marking. When it is a failure case, the educator can concentrate on the log file and give him/her some proper advice for improving. Lastly, the marked reports would be retained in another CBR knowledge base as a refined second version expert system.

it will change the AK-cell as a target for CBR and retrieve those cases of interest to the learner. These kinds of learner-browsing and system-retrieving operations will be repeated

Fig 13 shows there are two control buttons and two adjustment arrows on the consultation screen (2). To show his/her interest in an AK-cell, s/he can click "attention" button to put the chosen AK-cell to the attention screen (3). To re-enter his/her inquiring problem, s/he can click "inquiry" button for restarting a query. To change the number of AK-cells on the screen, the learner can also click either the "up" or "down" arrow to increase or decrease the

This process of selecting interested AK-cells will be continued until the learner is satisfied

After successfully collecting a list of interested AK-cells, the learner then exits consultation screen (2) and pays attention to the interested knowledge pieces on attention screen (3) for study and revision. This screen shows a list of interested AK-cells from learner's choices. Each AK-cell also includes a list of suggested solutions, obtained from the learning discussions. To answer the assessment test, learner now needs to pay attention to these

There are three buttons on this screen. First, the learner can choose a solution then click a "plan" button, which will append the selected solution to the plan screen (4). Secondly, s/he can choose an unwanted AK-cell then click "delete" button for deleting the uninteresting AK-cell at the screen. Thirdly, if the learner cannot make a plan on the screen, s/he might click "clear" button to clear the whole screen and returns to consultation screen (2) for

After obtaining some solutions from the attention screen (3), the learner now revises and rearranges the order of executive steps on the plan screen (4). On this screen, there are two arrows for "ascending" or "descending" the position of a selected solution, which helps the learner to organize his/her plan. There are also four other buttons on the plan screen with different usages. The "deleting" button is for deleting a selected solution. The "clearing" button is for clearing the whole screen and switching back to the attention screen (3) for restarting the selections again. The "successful" exit button is for the learner who has successfully made his/her troubleshooting plan and fixed the assessment problem. The "fail" exit button is for the learner who cannot establish a plan or cannot fix the assessment problem. Behind the screen there is one thing worth noting. No matter whether the learner clicks "successful" exit or "fail" exit, the assessment reports will be sent to the educator for

ii. the log file which records whole learner's planning tasks with time stamps.

The educator then marks the assessment reports based on these two documents. When it is a successful case, the educator can concentrate on his/her troubleshooting plan for marking. When it is a failure case, the educator can concentrate on the log file and give him/her some proper advice for improving. Lastly, the marked reports would be retained in another CBR

until s/he can find interested AK-cell on the screen.

restarting and choosing more practical AK-cells.

marking. The assessment reports include two parts:

knowledge base as a refined second version expert system.

i. the troubleshooting plan, and

with the selection of interested AK-cells on the attention screen (3).

solution-lists to discover suitable solutions to fix the real world problem.

number of the AK-cells on the screen.

**5.3 Attention screen** 

**5.4 Plan screen** 
