sistemas de aprendizaje por medio de ordenadores.
pask junto con Mc-kinnon-Wood, crearon un sistema de aprendizaje con 12 teclados, para que los estudiantes contestaran una serie de preguntas, tras las cuales el ordenador les dara un tiempo determinado para responderlas, pero si este se equivicase, el ordenador le entregara mas tiempo para que nuevamente la responda.
el sistema de inteligencia del ordenador, en donde este interactua en la enseñanza de los estudiantes, simulando la interaccion que tendria un profesor con los estudiantes.
“The Self-Adaptive Keyboard Instructor (SAKI), designed by Pask and Robin McKinnon-Wood in 1956, was essentially a system for teaching people how to increase speed and accuracy in typing alphabetic and numeric symbol using a 12-key keyboard.
Whereas contemporaneous teaching machines followed a learn-by-rote-model, in which a student attempts to emulate and is then a scored for successes, SAKI mimics the possible relationship between a human teacher and student. A teacher is able to respond directly to a student’s apparent needs by focusing at times on particular aspects of the material to be studied if weaknesses are measured in these areas. This is achieved in Pask`s constructed system via the dynamic modulation of three variables.
First, a record is kept for each individual item being studied with regard to the amount of time a student takes to complete this item; a student is able to return more frequently to those problems he or she finds most difficult. Second, a limited period of time is provided to respond to a query. If a student answered a query correctly, then the next time that item is tested the student is allowed less time to respond. If, however, the response is incorrect, the allowed response time for that item is subsequently increased. Third, a cue is given after a certain amount of time if there has been no response from the student. The delay for displaying this cue increases the next time this item is displayed as a student returns correct responses, and decreases as he or she returns incorrect responses. At certain point, when a student is proficient enough with a singleitem, this period will be a greater than that allowed response period and the student will no longer be provided with a clue.
The result is that, while presentation of test items starts out at the same rate for each item with timely cue information, gradually as the student improves, the pace is increased and cues are withdrawn for particular items. If a student has difficulty with a individual item – manifested either by making a mistake or by responding slowly, the pace is decreased for that item alone and cue information is selectively reintroduced.
At any point, the machine responds not just to the student’s actual input, but also changes the way it responds on the basis of past interaction (sometimes providing cue information, sometime not; sometime allowing enough time to answer, at other time cutting it back). The student responds to the machine just as the machine is responding to the student, and the nature of their goals at any point in time is dependent on the particular history of response the other has provided.
For an architecture built on sensors and actuators, SAKI provides a pragmatic strategy for constructing algorithms that have multiple dynamic environmental inputs and outputs, yet one that still able to account for an explicitly human contribution. It provides a model of interaction where an individual can directly adjust the way that a machine responds to him or her so that they can converge on mutually agreeable nature of feedback: an architecture that learns from the inhabitant just as the inhabitant learns from the architecture.”
The architectural relevance of Gordon Pask, Usman Haque. Architectural Design. 4dsocial, interactive design environments (pages 57-58)
