Catálogo de publicaciones - libros
Intelligent Tutoring Systems: 8th International Conference, ITS 2006, Jhongli, Taiwan, June 26-30, 2006 Proceedings
Mitsuru Ikeda ; Kevin D. Ashley ; Tak-Wai Chan (eds.)
En conferencia: 8º International Conference on Intelligent Tutoring Systems (ITS) . Jhongli, Taiwan . June 26, 2006 - June 30, 2006
Resumen/Descripción – provisto por la editorial
No disponible.
Palabras clave – provistas por la editorial
Computers and Education; Multimedia Information Systems; User Interfaces and Human Computer Interaction; Artificial Intelligence (incl. Robotics); Information Systems Applications (incl. Internet)
Disponibilidad
Institución detectada | Año de publicación | Navegá | Descargá | Solicitá |
---|---|---|---|---|
No detectada | 2006 | SpringerLink |
Información
Tipo de recurso:
libros
ISBN impreso
978-3-540-35159-7
ISBN electrónico
978-3-540-35160-3
Editor responsable
Springer Nature
País de edición
Reino Unido
Fecha de publicación
2006
Información sobre derechos de publicación
© Springer-Verlag Berlin Heidelberg 2006
Tabla de contenidos
doi: 10.1007/11774303_92
The Remote Control Approach – An Architecture for Tutoring in Pre-existing Collaborative Applications
Andreas Harrer; Nils Malzahn; Benedikt Roth
In this paper we present an architecture for the integration of tutoring and process scaffolds into existing collaborative applications. The architecture allows to combine existing research results concerning collaborative processes and their formalization, and existing and tested collaborative learning environments. The architecture allows controlling the learning environments either by a human or a pedagogic agent. Both types of tutors are using the same set of primitives – either via an intuitive user interface or a slim Java interface.
- Poster Papers | Pp. 760-762
doi: 10.1007/11774303_93
Scrutable Learner Modelling and Learner Reflection in Student Self-assessment
Judy Kay; Lichao Li
Learner reflection is critical to effective, deep, transferable learning, especially in cognitively demanding areas, such as learning programming. This paper presents KrAssess, a programming education system, which aims to facilitate student self-assessment and promote learner reflection through scrutable learner models. KrAssess supports learning by helping students learn to “see” solutions according to the criteria valued by their teacher. It also supports learning to write, review and improve solutions to design tasks.
- Poster Papers | Pp. 763-765
doi: 10.1007/11774303_94
Using Learning Objects Features to Promote Reusability of Pedagogical Agents
Eduardo Rodrigues Gomes; Ricardo Azambuja Silveira; Rosa Maria Vicari
The Learning Object idea is based on the premise that the reuse of learning material is very important for designing learning environments. The reusability of learning objects results from the product of three main features: modularity, discoverability and interoperability. In this paper we discuss how these features can be useful when added to pedagogical agents. This approach considers learning objects built according to agent architectures: the Intelligent Learning Objects approach.
- Poster Papers | Pp. 766-768
doi: 10.1007/11774303_95
Error Diagnosis in Problem Solving Environment Using Action-Object-Input Scheme
Dmitri Lepp
In T-algebra problem solving environment students solve expression manipulation problems step-by-step using transformation rules and following the three stage input dialogue. The errors can be made either when selecting the rule or the objects of the rule or while inputting the resulting expression. The program is able to diagnose different errors and help to correct them. This paper gives an overview of the error diagnosis principle that is used in the T-algebra.
- Poster Papers | Pp. 769-771
doi: 10.1007/11774303_97
AlgoLC: A Learning Companion System for Teaching and Learning Algorithms
Patrícia Gerent Petry; Marta Costa Rosatelli
Learning algorithms involves translating sequences of simple steps that have complex results into instructions that can be followed by a computer. To accomplish this, the students have to develop skills of logical reasoning and algorithmic problem solving. This paper presents AlgoLC, a Learning Companion System that supports teaching and learning algorithms. Teaching is facilitated as the system provides the teacher with elements to better identify the students’ doubts and errors. Learning is facilitated by the learning companion as it provides support to the student identify and correct his or her own mistakes.
- Poster Papers | Pp. 775-777
doi: 10.1007/11774303_98
An Intelligent Tutoring System Based on a Multi-modal Environment for the 300-Certification Program of English Conversation
Youngseok Lee; Jungwon Cho; Byung-Uk Choi
Today’s mobile world is composed of heterogeneous networks and various devices with different characteristics. Progressive learners want to access and utilize services and information content using all available devices. While use of computers to teach English in a conventional educational environment promotes motivation and effective learning in students, the method generates problems such as provision of learning materials without consideration of teaching methods and evaluation without consideration of individual differences in students. To solve these problems and produce a superior system, we propose an Intelligent Tutoring System (ITS) for learning English that uses multi-modal technology. By overcoming limitations of the mobile environment and using appropriate mobile contents and content negotiation and adaptation strategies, the proposed system provides an effective method of learning based on ITS to support a teacher’s role.
- Poster Papers | Pp. 778-780
doi: 10.1007/11774303_99
Adaptive Peer Review Based on Student Profiles
Raquel M. Crespo García; Abelardo Pardo; Carlos Delgado Kloos
Intelligent tutoring systems cover a wide range of educational processes. However, in the context of peer review methodology, there is no previous work about adaptation of the process according to the student’s profile. In this paper, a methodology for adaptive peer review is introduced. Experimental application of adaptive peer review through two courses allows to confirm pedagogical benefits with actual students’ results.
- Poster Papers | Pp. 781-783
doi: 10.1007/11774303_100
Correction Marks and Comments on Web Pages
Bo Hu
In this paper we present our recent work to develop a tool that enables making correction marks and comments to web pages. The tool is written in Javascript/DHTML and supported by major browsers. The correction marks and comments are added directly to a web page in such a way that the layout of the original page is not affected on the screen. Along with our XML centric web content management system this tool provides a browser-based teaching and learning environment for writing with guidance. This technique can also contribute to enhance personalization, because every user may use this technique to make his or her own annotations to any web page of our web site.
- Poster Papers | Pp. 784-786
doi: 10.1007/11774303_101
VIBRANT: A Brainstorming Agent for Computer Supported Creative Problem Solving
Hao-Chuan Wang; Tsai-Yen Li; Carolyn P. Rosé; Chun-Chieh Huang; Chun-Yen Chang
This paper describes key issues underlying the design of a tutoring system that brainstorms with students in order to support qualitative problem solving. Cognitively oriented and socially oriented support are enabled by two technologies, namely heuristic-based feedback generation and community-data-driven social recommendation. Formal representations and corresponding automated reasoning procedures for these technologies are introduced.
- Poster Papers | Pp. 787-789
doi: 10.1007/11774303_102
Iterative and Participative Building of the Learning Unit According to the IMS-Consortium Specifications
Jamal Eddine El khamlichi; Françoise Guegot; Jean-Pierre Pecuchet
This paper presents an iterative and participative approach of designing, automatically producing and using a reuse learning unit. Our approach proposes five design processes: analysis, design, implementation, evaluation, and validation and publication. They are followed by the teacher to build the learning unit. Our approach is also systemic. It proposes a set of tools which supports the designing and the building of learning unit for the e-learning LMS. The designing tool proposes set of formalisms which represent the graphical objects allowing the graphical representation of the educational scenario of the learning unit. The designing and authoring tools produce the learning unit according to the IMS-consortium specifications. The learning unit is a package of physical files. It placed after their building under a sharable repository to be reused by other organisms (universities, companies, etc.). We use the CopperCore player to play the educational scenario of the learning unit.
- Poster Papers | Pp. 790-793