InterSim Interactive Simulation based Learning with Intelligent
Assistance
by Reinhard Oppermann
The InterSim project is to develop a learning support system with
intelligent assistance for the education in medicine. Both knowledge acquisition
and training are supported to understand the anatomy, physiology and pathology
of human organs - current example is the human ear. Animation based process
observations and simulation based active explorations accompany textual
hard-copy descriptions, graphical and animated illustrations, and acoustics
to provide the learner with a comprehensive representation of the structure
and the processes of the domain.
InterSim supports the active learner. Active learning means that the
learner is not restricted to follow a predefined learning path and not
restricted to reading and observation. An active learner can select the
learning unit at will and can also experiment in the learning domain.
The classical paradigm for active learning is the apprenticeship where
the pupil acquires more and more understanding and competence of the concepts
and procedures of the domain by observing the master and trying out activities
in a real context. This approach has been transferred to domains other
than practical professions and is called the cognitive apprenticeship.
InterSim adopts the cognitive apprenticeship approach in combining receptive
and active learning behaviour and provides the necessary context for adaptation,
enrichment and refinement by facilitating learning in the form of observation,
imitation, feedback and evaluation.
Typically the learner starts with getting a presentation of textual
descriptions and graphical illustrations for structural and logical contents
and with observing animations showing a physiological process for dynamic
phenomena, say the acoustic transduction. Based on this receptive phase
the learner can proceed to active explorations where the simulation environment
allows for testing rules and interdependencies of variables of states and
processes connected to the organ, say the relation between different possible
developments of a tube dysfunction and corresponding effects on hearing
capabilities.
The learner can initially observe various possibilities of disease development
with the help of controlled animations while selecting various relevant
environmental parameters. For example, the tube dysfunction would advance
in acute otitis media if bacteria are present in the middle ear. In the
absence of bacteria but presence of serous fluid, the advancement would
result in mukotympanon.
After getting a mental map of the disease development process, the learner
can attempt to explore the process in a simulation environment to see the
effects of changes in the environmental variables. The system explains
the reasons for the hearing loss by a graphical illustration of the level
of fluid present in the middle ear cavity. The effect of the disease is
represented by simulated acoustic output and typical measures for reduced
hearing effects like an audiogramm and a tympanogramm. The receptive observation
of animation and the active simulation use identical presentation elements
to facilitate the transfer from one learning mode to another, from the
receptive learning to active learning. A synchronised otoscopy video clip
gives the learner understanding of real process.
The advance learning of the domain takes place when the learner is presented
with the diagnosis and treatment of the diseases. Observation of various
diagnostic measures and different treatments followed by simulated experimentation
possibilities in repetitive training provide the learner with the skills
required in real clinical practices later in their career.
Interactive simulation models are being designed to support the process
of learning in the phase between acquiring basic knowledge and the real
clinical practice and are aimed at preparing in-depth knowledge and practical
skills by exploring the domain functionality.
The system contains three main modes: learning mode containing all the
domain content and facilitating immediate feedback; assessment mode meant
for measuring the improvement in learner's competence; and author mode
providing authoring facilities to doctors and teachers for adding real
cases in the system. The system aims to provide intelligent assistance
at various stages of learning process by adapting to the learner's needs
and changing strategies, feedback and domain granularity for individual
user.
Exploration activities are supported for the learner by what we call
an Exploration-Space Control (ESC). ESC enables the learners to use several
dedicated interaction support tools through suitable graphical user interfaces
to explore the learning space, thus reducing the cognitive load. To acquire
quick analysis of the learner's performance, the system builds up individual
overlay student models supporting the learner's interaction at different
levels ranging from individual tasks to overall domain competence.
An intensive contact to the application domain is critical for the design
of the learning system. The project is run from the very beginning in close
co-operation with experts of the otology domain from the University of
Cologne.
Please contact:
Reinhard Oppermann - GMD
Tel: +49 22 41 14 2703
E-mail: Reinhard.Oppermann@gmd.de
