Intelligent Learning Systems

"......The effective use of asynchronous computer-mediated communications (CMC) for ensuring effective interactivity (generally regarded as an essential feature of effective pedagogy) is fundamental. There is a qualitative difference between a traditional on-campus tutorial (real-time verbal communication) and computer conferencing (asynchronous written communication), with the reflective and precise nature of the latter being very different from the spontaneous and less structured nature of oral discourse in either a face-to-face, video or audio teleconference context. Computer conferencing is not just another technology: its capacity to re-humanize distance education represents a qualitative shift which has the potential not only to reshape learning at a distance, but also to pervade conventional education systems. And, in the context of fifth generation distance education technology, CMC provides a rich source of thoughtful interactions, which can be structured, tagged and stored in a database and subsequently exploited for tuition purposes on a recurring basis through the application of automated response systems. It is this judicious use of automated response systems which has the potential to transform the cost-effectiveness of distance education and thereby to meet the growing demand for access to lifelong learning.

The effective use of CMC is presently constrained because it is embedded in the traditional working practices of academia – in which the same academic staff member usually does everything, including teaching, and providing academic support and assessment for a group of students. Many academics initiating an online teaching program fear that they will be overwhelmed by email requesting support from individual students, and while such fears can be allayed by the use of “one-to-many” communication systems such as bulletin boards, mailing lists and threaded discussions, the underlying resource model of fourth generation Internet-based delivery systems is not significantly different from conventional on campus teaching, with a staff member being necessary to manage groups of approximately 20 students to maintain a reasonable quality of interaction and academic support. In contrast, the fifth generation Intelligent Flexible Learning Model has the potential to deliver major economies of scale in managing teaching and academic support through the exploitation of automated response systems.

How does it work? In the USQ approach, many teaching staff make use of discussion groups where students post “reflections” via the asynchronous CMC system. The teaching staff also post comments aimed at engendering student engagement and ensuring that the focus and depth of the online threaded discussions are appropriate to achieve the learning outcomes. In the same vein, members of the teaching staff respond to student questions posted to the discussion group. These contributions are often quite complex and typically serve to enhance the quality of interaction. Development of a detailed response to a searching student query naturally takes time. The benefit of the system is that the communication is on a “one-to-many” basis, so that all students may benefit, not just the one who asked the initial question. Other students often comment on the issues raised, thereby enriching the depth and quality of the dialogue. Many of the comments posted are valuable for tuition purposes. Storing such interactions in a relational database is technically straightforward, and provides a rich resource for mining by key word/matching, so that such pedagogical resources can be used to assist new students time and time again through the operation of the automated response system.

At USQ we have developed prototypes of what we refer to as intelligent object databases, which can be searched by pre-specified key words. Upon receipt of an electronic query from a student, the search engine seeks an appropriate match with a previously asked question, which if successful, triggers a personalized response to the current question without concurrent human intervention. At this stage of development, a tutor must quickly scan the response to check the validity of the match between the current question and the answers generated automatically from the database, before forwarding it to the students with a single “click”. Such a quality control mechanism may become redundant in the future. If no appropriate match is discovered in the database of previously answered questions, the query is automatically routed to the relevant tutor for an appropriate response, which is then added to the database with a single point and click. Depending on the pedagogical design of the course, these responses can be directed to the whole cohort of students, to groups of students, or to individuals. The system has the advantage of providing more-or-less immediate pedagogical advice to students at minimal variable cost.

e-Learner  Relationship Management

The use of automated response systems is also being integrated into e-Administration systems through the implementation of USQAssist. This deploys tracking and automation tools to manage the interaction between the University and both its existing and prospective student global body, 24 hours per day, 7 days per week. The most efficient, cost–effective way to manage the 24 x 7 challenge is to deploy effective automation tools, as opposed to running three shift student service desks or employing online tutors in different continents (although USQ already does the latter). The aim of the system is to provide effective and efficient service to existing and prospective students at minimal variable cost. Ultimately there will be a single toll free number integrated with an email–based enquiry tracking system that will exploit the fundamental strengths of the Internet in enhancing communication and managing information. Using structured, intelligent databases, the knowledge generated by solving student problems/enquiries is being progressively stored and made available so that, wherever possible, students with equivalent or similar problems can have their enquiries dealt with immediately through the self-help, automated response capacity of the USQAssist system, thereby facilitating effective first point of contact resolution.

As the intelligent object databases become more comprehensive, the institutional variable costs for the provision of effective student support will tend towards zero. The effective use of such technology also frees up student support personnel to provide personal assistance via email dialogue or telephone as necessary. Further, every interaction is tracked from initiation to resolution, including flexible routing of enquiries based on explicit rules-based escalation protocols to ensure timely and successful responsiveness, and subsequent statistical reporting of system performance. Tracking interactions with prospective students enables the collation of the effectiveness of institutional marketing strategies, an increasingly important strategic issue for universities in the emerging global learning economy, which demands a highly effective public e–Interface with the University".

Contact Information