{"id":2,"date":"2026-10-13T13:19:03","date_gmt":"2026-10-13T12:19:03","guid":{"rendered":"https:\/\/research.stem.open.ac.uk\/knowledge-mentoring-for-supporting-musical-composition-learning\/?page_id=2"},"modified":"2026-10-13T13:52:07","modified_gmt":"2026-10-13T12:52:07","slug":"about","status":"publish","type":"page","link":"https:\/\/research.stem.open.ac.uk\/knowledge-mentoring-for-supporting-musical-composition-learning\/","title":{"rendered":"About"},"content":{"rendered":"\n<h3 class=\"wp-block-heading\">Knowledge Mentoring as a Framework for Designing Computer-Based Agents for Supporting Musical Composition Learning<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">John Cook, Michael Baker, Simon Holland<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Project Description<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">A theoretical framework, called the Knowledge Mentoring framework (KMf), was developed to investigate how studies of dialogue and interaction can be exploited in a practical way by designers of computer-based teaching agents. The KMf provides a taxonomy and definitions of the pedagogical goals involved in a &#8216;mentoring&#8217; style of teaching. Mentoring is an approach to teaching that aims to support learners&#8217; creative, metacognitive and critical thinking, these being essential to musical composition and other open-ended, problem-seeking domains.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This theoretical framework was used to guide the analysis and modelling of data produced by an empirical study of human teacher-learner interactions. Information on the temporal ordering of teacher-learner interactions was revealed (modelled as state transition networks and a mentoring script). Findings from the analysis also included a pause taxonomy (that provided evidence of a link between pause length and learner ability) and the occurrence of reciprocal modelling (where participants in learning interactions built up models of the other participants&#8217; expectations).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The theoretical framework and the analysis findings were then used to develop a computational model for teaching agents in problem-seeking domains. Aspects of our theory, analysis findings and computational model were incorporated into a computational implementation: a pre-prototype teaching agent called MetaMuse. A cooperative evaluation of MetaMuse with teacher-composers showed that it had the potential to promote creative reflection in learners.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Selected publications<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Cook, J. and Morgan, N. (1998). Coleridge: A Computer Tool for Assisting Musical<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Reflection and Self-Explanation. Association for Learning Technology Journal, 6(1),<br>102\u2013108.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Cook, J. (1998). Mentoring, Metacognition and Music: Interaction Analyses and<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Implications for Intelligent Learning Environments. International Journal of Artificial<br>Intelligence in Education, 9(1-2), 45\u201387.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Cook, J. (1995). Knowledge Mentoring: A Pedagogical Model for Promoting the Use of<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Computer Mediated Communication. New Review of Information and Library Research<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Knowledge Mentoring as a Framework for Designing Computer-Based Agents for Supporting Musical Composition Learning John Cook, Michael Baker, Simon Holland Project Description A theoretical framework, called the Knowledge Mentoring framework (KMf), was developed to investigate how studies of dialogue and interaction can be exploited in a practical way by designers of computer-based teaching agents. The [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_unity_review_frequency":"","_unity_review_next_due":0,"_unity_review_reset_requested":false,"_unity_news_pull_enabled":false,"_unity_news_feed_url":"","_unity_news_items_per_page":10,"_unity_pubs_pull_enabled":false,"_unity_pubs_orocus":"","_unity_pubs_project_group":"","_unity_pubs_items_per_page":10,"_unity_research_event_page_slug":"","_unity_team_show_photos":true,"_unity_team_show_blurbs":true,"_unity_team_group_members":false,"_unity_team_profiles_per_row":3,"footnotes":""},"class_list":["post-2","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/research.stem.open.ac.uk\/knowledge-mentoring-for-supporting-musical-composition-learning\/wp-json\/wp\/v2\/pages\/2","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.stem.open.ac.uk\/knowledge-mentoring-for-supporting-musical-composition-learning\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/research.stem.open.ac.uk\/knowledge-mentoring-for-supporting-musical-composition-learning\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/research.stem.open.ac.uk\/knowledge-mentoring-for-supporting-musical-composition-learning\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/research.stem.open.ac.uk\/knowledge-mentoring-for-supporting-musical-composition-learning\/wp-json\/wp\/v2\/comments?post=2"}],"version-history":[{"count":2,"href":"https:\/\/research.stem.open.ac.uk\/knowledge-mentoring-for-supporting-musical-composition-learning\/wp-json\/wp\/v2\/pages\/2\/revisions"}],"predecessor-version":[{"id":5,"href":"https:\/\/research.stem.open.ac.uk\/knowledge-mentoring-for-supporting-musical-composition-learning\/wp-json\/wp\/v2\/pages\/2\/revisions\/5"}],"wp:attachment":[{"href":"https:\/\/research.stem.open.ac.uk\/knowledge-mentoring-for-supporting-musical-composition-learning\/wp-json\/wp\/v2\/media?parent=2"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}