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# [Class Edit] AI Problem Solving Experiment

## [River Problem](https://en.wikipedia.org/wiki/River_crossing_puzzle)

The fox, goose and bag of beans puzzle, in which a farmer must transport a fox, goose and bag of beans from one side of a river to another using a boat which can only hold one item in addition to the farmer, subject to the constraints that the fox cannot be left alone with the goose, and the goose cannot be left alone with the beans.

## [Birthday Problem](https://en.wikipedia.org/wiki/Birthday_problem)

In probability theory, the birthday problem asks for the probability that, in a set of n randomly chosen people, at least two will share a birthday. The birthday paradox refers to the counterintuitive fact that only 23 people are needed for that probability to exceed 50%.

## [Monty Hall Problem](https://en.wikipedia.org/wiki/Monty_Hall_problem)

Suppose you're on a game show, and you're given the choice of three doors: Behind one door is a car; behind the others, goats. You pick a door, say No. 1, and the host, who knows what's behind the doors, opens another door, say No. 3, which has a goat. He then says to you, "Do you want to pick door No. 2?" Is it to your advantage to switch your choice?

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## Cases

- Lily’s class is learning about the solar system. One of the tasks is to arrange pictures of the planets from the nearest to the sun to the furthest. Little Lily struggles with the task. She misarranged the pictures, putting Venus before Mercury and Saturn before Jupiter. The teacher points to Lily's first planet and asks, "These are pretty Lily. Tell me what that one is." Lily responds, "That's Venus… then Mercury, Earth, Mars… that one's, uh… Saturn… and Jupiter!"
- The teacher asks Wyatt, "What is the atomic number of helium?" Wyatt correctly answers "2, it's the number of protons!" Teacher says, "That's correct. Helium has 2 protons which is what gives it its atomic number and makes it a helium atom. Helium has 2 protons and 2 neutrons which makes its atomic weight approximately 4u since protons and neutrons are roughly the same atomic weight." She continues, "but scientists found a peculiar atom that weighs 3u and ruled out the possibility that this atom is Lithium. What could this atom be and can you explain?" Wyatt responds incorrectly, "Hydrogen? Because it can't be helium - helium has an atomic weight of 4u…"
- Jimmy is on a field trip with his kindergarten class at the zoo. At each exhibit he points to the animals and with glee, yells out "Lion! Tiger! Bear…" until the class reaches one exhibit. Jimmy stares intently, points his finger at the animal and asks, "What is THAT?" The teacher responds, "which one are you pointing to Jimmy?" Jimmy replies, "that one — the one that looks like a deer, but it's not…" The teacher responds, "Oh, that's an antelope!"
- Lea is learning French for the first time. Her native language is English. The teacher makes the vowel sound “Oeuf” (/œ/) and asks Lea to repeat. "Very good!" the teacher says. The teacher proceeds to make Lea repeat another vowel sound, "Repeat after me — deux (/ø/)..." to which Lea repeats. "Very good," the teacher says. The teacher then proceeds, "let's try it again, say Oeuf (/œ/)." Lea responds with, "deux (/ø/)." Teacher pauses, then continues, "Not quite, try again — Oeuf (/œ/)." To which Lea responds "deux (/ø/)... uh, could you repeat the sound again?"
- Albert is learning French and visiting Paris as part of a foreign exchange program. On group outings, he is noticeably quiet which the teacher observes as quite different from his usual in-class performance. She asks Albert, "Dear, could you ask the guide what time we'll be having lunch today?" Albert fidgets and looks noticeably distressed, "I don't know how…" The teacher is surprised since Albert is one of the stronger students in the class.
- Tim is nervous about his swim team tryout. On the tryout day, the coach asks each person to swim three laps, each lap using a different swimming technique (i.e. backstroke, butterfly, and freestyle). Unfortunately, he didn’t make the team. Tim approaches the coach in his office and asks why he didn’t make the team. The coach tells him he needs to practice his butterfly technique to improve his time.
- Adrian is learning about circuits in her 7th grade class. "Adrian, what's the definition of conductors and insulators; Can you demonstrate a closed circuit using copper tape; Why is it that… ?" The teacher loves calling on Adrian because she always has the correct answer. However, when the class started work on their circuits project the teacher noticed that Adrian has made very little progress. "Hey Adrian, are you having difficulties?" Walking up from behind, the teacher notices that Adrian has been doodling in her notebook, images of different robots.
- Evan works at a software engineering company. In one of the team meetings an expert was brought in to lecture on advanced algorithms. Evan tried to keep up but also wondered how all these abstract concepts related to his teams' specific project. Things only increased in confusion as the lecture continued. It was at this point that the team lead spoke up. "So, let me jump in here. I think what you're [expert] saying is that for our particular goals, we should be thinking about utilizing these algorithms in feature X and Y because… and the way we might implement it is… and we might interpret this as… is that correct?" The expert replied, "Yes! And you might also consider the following in that case..." After the lecture Evan excitedly spoke to his coworker, "Hey, I have a few ideas. Want to talk about it over lunch?"

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## Learning Prompts

There are 4 dimensions of learning OUTCOMES; Saying, Sensing, Doing, Engaging. These are common learning outcomes.

These are outcomes we want from learning.

Each outcome has two ways learners can exhibit behaviors that indicate that they have learned. We will call these TARGETS.

There are 8 types of targets, 2 per outcome as follows.

For the outcome of saying, the targets are FACTS and EXPLANATIONS.
For the outcome of doing, the targets are SKILLS and ATTITUDES.
For the outcome of sensing, the targets are FAMILIARITY and DISCERNMENT.
For the outcome of engaging, the targets are INTEREST and CONTEXTUALIZE.

In this typology:

FACTS are declarative knowledge, the "what" of understanding.
EXPLANATIONS are procedural knowledge, the "why" and "how" facts are tied together.
SKILLS are the ability to carry out specific tasks and do it well.
ATTITUDES are thinking or feeling a certain way about doing something.
FAMILIARITY is by knowing that one has sensorially perceived something before.
DISCERNMENT is sensorially perceiving significant differences in details that might be difficult to detect even when presented openly.
INTEREST is when individuals are intrinsically motivated, curious about something.
CONTEXTUALIZE is when people can take what is being learned and find it personally meaningful and relevant.

Each target: facts, explanations, skills, attitudes, familiarity, discernment, interest, and contextualize have a corresponding assessment type. Assessments evaluate whether the targets have been achieved.

For facts, the assessment is recall.
For explanations, the assessment is inferences.
For skills, the assessment is performance.
For attitudes, the assessment is manners.
For familiarity, the assessment is recognition.
For discernment, the assessment is noticing.
For interest, the assessment is preference.
For contextualize, the assessment is future learning.

If learners have learned the facts, they should be able to recall those facts.
If learners have learned explanations, they should be able to make reasoned inferences.
If learners have learned skills, they should be able to perform those skills under specified conditions.
If learners have learned attitudes, their mannerisms should reflect the attitudes they now hold.
If learners have learned familiarity, they should recognize things presented to them sensor-perceptually.
If learners have learned to discern, they should be able to notice specific features that distinguish one thing from another sensory-perceptually.
If learners have learned (gained) interest, they should prefer to engage in learning endeavors.
If learners have contextualized, they should perform better on future learning.

I will provide you with a case. I want you to identify what you think the learning problem is, using this typology.

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## Other Utility Prompts

Okay. So I gave you a bunch of cases to test out whether a learning problem could be inferred, or diagnosed from the case. I'd like you to build me a small case to test whether I can guess the target. The case should include hints about the learning problem but not explicitly give the answer away. Hints in these case stories might be things learners and/or teachers do, say. Might be representations of what they feel, indirectly through actions or expressions, etc. You can be flexible in how you portray elements that might be indicative of the problem since reality is always subtle and nuanced. These cases can also have multiple reasons, problems. Some are equally possible. Other cases though, might suggest one reason over some others and as such, misdirection to lead me down potentially wrong paths is also okay! Can you make me a case?

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If you were the teacher and you thought that Karen lacked addition or subtraction skills, what kind of questions might you ask Karen to find out what more specific targets Karen has issues with that are leading to the issue of poor skills?

Can you tell me which target each of these questions addresses?

For each question, give me an example answer and what that would imply in terms of whether or not the particular target the question focused on, is indeed an issue or not.

Let's do that again. However, this time for each question include two examples. First example is what a student would say if the response to the question indicated the focus of the question is indeed the problem. Second example is what a student might say if the response to the question indicated the focus of the question is not the problem.

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Do students always say what they mean and have a correct assessment of their own understanding?

If students don't always say what they mean, or have correct assessments of their own understanding, couldn't the above examples intended to indicate "no issue" possibly be "issues?"

I'd like you to modify those examples then, with more information that might relay the idea of the true nature of those example student responses. Meaning, teachers often listen not just to what students say things, but how they say them.

https://www.bimandco.com/en/users/la4dsdo77m/bim-objects

https://drivehud.com/forums/users/digipecoofficial/

https://fileforum.com/profile/alexeubanks

https://devnet.kentico.com/users/546401/switch-romz

https://hearthis.at/alexeubanks/set/switchroms/

https://hearthis.at/alexeubanks/