The rise of case-based reasoning 2.0

Please share your experiences with the KITE case library

2008-08-15T06:15:00.000-07:00

In order to help us improve the KITE case library, you are asked to search the KITE case library. The URL of the KITE case library is http://kite.missouri.edu/jkite/ad_search.htm . Then each participant will post a comment that includes the following:

• A brief description of the case selected including case number.
• Ideas for adaptations that can be made to the case. These adaptations can include teacher experiences based on the case, changes to make the case better meet local state standards, added information that could improve the case usability, suggestions for combining cases, or any other information the participants would find useful.

Thank you for your participation! (To post your comment, click the comments link right below the next line. You can post as an anonymous user. But please indicate which university you are from.)

KITE Case Study: 4182-1

2008-04-03T15:15:00.000-07:00

Some educators feel that the best use of technology occurs when it allows students to do what otherwise could not be done in the classroom. Examine the KITE case: 4182-1 and discuss the quality of this case. Then answer the following questions by entering your comments.
1. Did the use of technology allow the students to do something they otherwise would not have been able to do inside the classroom? If so explain. If not explain.
2. Would you consider this activity to be a good example of using technology with students? Why or Why not?

KITE Case Study: 6129-1

2008-03-30T12:25:00.000-07:00

Examine the KITE case: 6129-1. Then post ideas for adaptations that can be made to the case. These adaptations can include teacher experiences based on the case, changes to make the case better meet local state standards, added information that could improve the case usability, suggestions for combining cases, or any other information the participants would find useful.

Thank you for your participation! (To post your comment, click the comments link right below the next line. You can post as an anonymous user. But please indicate which university you are from.)

KITE Case Study: 3020-2

2008-03-30T12:22:00.000-07:00

Some educators feel that the best use of technology occurs when it allows students to do what otherwise could not be done in the classroom. Examine KITE case: 3020-2 and discuss the quality of this case. Then answer the following questions by entering your comments.
1. Did the use of technology allow the students to do something they otherwise would not have been able to do inside the classroom? If so explain. If not explain.
2. Would you consider this activity to be a good example of using technology with students? Why or Why not?

KITE Case Study: 2112-1

2008-03-30T12:04:00.000-07:00

Some educators feel that the best use of technology occurs when it allows students to do what otherwise could not be done in the classroom. Examine the KITE case: 2112-1 and discuss the quality of this case. Then answer the following questions by entering your comments.
1. Did the use of technology allow the students to do something they otherwise would not have been able to do inside the classroom? If so explain. If not explain.
2. Would you consider this activity to be a good example of using technology with students? Why or Why not?

Please share your experiences with the KITE case library

2008-01-14T07:52:00.000-08:00

In order to help us improve the KITE case library, you are asked to search the KITE case library. The URL of the KITE case library is http://kite.missouri.edu/. Then each participant will post a comment that includes the following:

• A brief description of the case selected including case number.
• Ideas for adaptations that can be made to the case. These adaptations can include teacher experiences based on the case, changes to make the case better meet local state standards, added information that could improve the case usability, suggestions for combining cases, or any other information the participants would find useful.

Thank you for your participation! (To post your comment, click the comments link right below the next line. You can post as an anonymous user. But please indicate which university you are from.)

Google Groups on CBR 2.0

2007-03-21T11:52:00.000-07:00

I have created an online group about CBR 2.0 at http://groups.google.com/group/cbr20/ .
Google Groups is an online collaboration platform which can be used for question-and-answer sessions between group members. You are welcome to join this group and share your thoughts or ask questions about CBR 2.0 and KITE case library!

Survey on KITE Cases

2007-03-21T08:54:00.000-07:00

The Knowledge Innovation for Technology in Education (KITE) project was designed and implemented to assist teachers in learning how to integrate technology into their teaching by presenting cases containing technology integration stories. The KITE case library (http://kite.missouri.edu) currently contains over 1200 stories or cases describing the real-life experiences of in-service teachers as they integrate technology into their teaching. These stories can serve as the learning resource or a performance support system for those who are working to improve teaching and learning with technologies. The stories shared by teachers using technology can help to prepare pre-service teachers by helping them see what works and what does not work in the real world of classrooms. In addition, the stories provide other in-service teachers ideas for integrating technology into their instruction. These stories model the processes and tools for documenting and assessing teachers’ efforts in integrating technology into instruction.

This survey is intended to capture your experience with the KITE cases. Your feedback will help us improve the KITE case library. Please indicate the case number when you share your experience with a KITE case. We are especially interested in how the cases benefit you, how you use or adapt the cases to meet your needs and your suggestions for improving the case quality.

We also welcome your feedback about:

Which aspects of the KITE case library interface did you like the best?
Which aspects of the KITE case library interface did you like the least?
What recommendations do you have to improve the KITE case library?

Call for user studies on CBR

2007-03-21T08:19:00.000-07:00

Case-based reasoning systems are increasingly common on the Web. However, most studies on case-based reasoning have been system-based design research focusing on the functional capability and implementation. CBR research has traditionally focused on the theories and heuristics of case representation, retrieval, reuse, revision, and retention. According to Jonassen & Erdelez (2005), empirical research on the use of case-based reasoning in the form of case libraries are rare. Little attention has been given to user studies of CBR systems including user training, users’ mental models, and interaction with the systems.

More empirical research need to be done to systematically investigate people’s experiences in using case-based reasoning systems. Many CBR systems could gain wider acceptance if adequate considerations are given to the interaction between the system and the user.

References:

Jonassen, D.H., & Erdelez, S. (2005). Usability of case libraries by teachers. Journal of Computing in Teacher Education, 22(2), 67-74.

KITE: a CBR case library in the educational technology integration community

2007-03-21T07:48:00.000-07:00

Case-based reasoning systems are increasingly being used in education settings. The Knowledge Innovation for Technology in Education (KITE) system is a pioneering attempt to develop a CBR case library in the educational technology integration community. The KITE system seeks to assist teachers by providing access to a case library with over 1200 stories of teachers’ experiences with technology. The project was supported from 2001-2004 by a grant from the U.S. Department of Education. The URL is http://kite.missouri.edu/.

There are several challenges to reusing cases from the KITE case library or any other knowledge repositories. Similar to many Web-based case repositories, the KITE system suffers from lack of user participation and therefore lack of growth, due to ineffective support for exploring, creating and evolving the cases. Some common issues include:

1) Sustainability. The cases in the repository become out-of-date as new technologies are developed. A case library must keep growing by integrating new cases into the case-base in order to keep users' interest and meet the needs of users as time goes by.

2) Case quality. A case in a repository may not adequately describe all aspects of a situation, or the information in a case may not be of value to users. It is necessary to get feedback from a community of users in order to improve the content quality of cases and avoid mistakes.

3) Case Adaptation (Reuse/Revision). Oftentimes, case adaptation is a very complicated process and requires considerable user expertise (Leake, Kinley, & Wilson, 1995). The KITE case library relies on users to adapt the solutions they find in the case library to fit the technology integration problems they face. In the KITE system, there are no mechanisms devised to help users with solution adaptation based on their own circumstances. It is important to explore the heuristics that can be used to guide users in adapting technology integration solutions effectively and efficiently.

What is CBR 2.0?

2007-03-21T07:45:00.001-07:00

Web 2.0 is changing the way people learn and work. It is conceivable that the Web 2.0 trend will also have an impact on the use of web-based CBR and research into CBR systems. Based on the concept of Web 2.0, we have created the concept of case-based reasoning 2.0 (CBR 2.0). Not only has there been a change in the way that CBR systems are delivered, but the adoption of Web 2.0 technologies may further influence the roles that users play in case retrieval, reuse, revision and retention. Furthermore, most existing CBR systems only focus on the retrieval process in CBR and bypass the adaptation task entirely (Leake, Kinley, & Wilson, 1995). However, as the retrieved case is often not the same with the practical problem, it is necessary for CBR systems to have case adaptation support (Voss, 1996; Chang et al., 2004). Thus, similar to Web 2.0, we propose that CBR 2.0 describes a second generation of CBR systems, facilitated by the Web platform and involving a virtual user community and case adaptation support.

The purposes of integrating Web 2.0 with CBR include, but not limited to:
(1) forming a virtual user community to facilitate and encourage a culture of participation and collaboration in cases, drawing upon the perspectives and contributions of the user community;

(2) encouraging and enabling a community of users to share their own views on cases they have used, which will help to improve the quality of the case-base;

(3) encouraging and enabling users to share their knowledge, experience and lessons on the adaptation of cases to provide solutions in problem solving (specifically, under circumstances when adaptation is needed, determining how the retrieved solution(s) can be adapted to reflect differences between the new case as solved by the user and the original retrieved case(s)); and

(4) encouraging and enabling users to share their experiences in case retrieval, case revision, case reuse, and case retention.

Any suggestions or feedback about this topic is welcome!

References

Leake, D.B., Kinley, A., & Wilson, D. (1995). Learning to improve case adaptation by introspective reasoning and CBR. Case-Based Reasoning Research and Development, Veloso, M., & Aamodt, A. (Eds.), Lecture Notes in Artificial Intelligence 1010, Springer-Verlag, Berlin.

Voss, A.(1996). How to solve complex problems with case. Engineering Applications of Artificial Intelligence, Vol 9, N0.4, pp.377-384,1996.

Chang, C.G., Cui, J.J., Wang, D.W., & Hu, K.Y. (2004). Research on case adaptation techniques in case-based reasoning. Proceedings of the Third International Conference on Machine Leaning and Cybernetics, Vol 4, pp.2128-2133, Shanghai, China, 2004.