An endorsement-based approach to student modeling for planner-controlled intelligent tutoring systems

An approach is described to student modeling for intelligent tutoring systems based on an explicit representation of the tutor's beliefs about the student and the arguments for and against those beliefs (called endorsements). A lexicographic comparison of arguments, sorted according to evidence reliability, provides a principled means of determining those beliefs that are considered true, false, or uncertain. Each of these beliefs is ultimately justified by underlying assessment data. The endorsement-based approach to student modeling is particularly appropriate for tutors controlled by instructional planners. These tutors place greater demands on a student model than opportunistic tutors. Numerical calculi approaches are less well-suited because it is difficult to correctly assign numbers for evidence reliability and rule plausibility. It may also be difficult to interpret final results and provide suitable combining functions. When numeric measures of uncertainty are used, arbitrary numeric thresholds are often required for planning decisions. Such an approach is inappropriate when robust context-sensitive planning decisions must be made. A TMS-based implementation of the endorsement-based approach to student modeling is presented, this approach is compared to alternatives, and a project history is provided describing the evolution of this approach

Predictive monitoring research: Summary of the PREMON system

Traditional approaches to monitoring are proving inadequate in the face of two important issues: the dynamic adjustment of expectations about sensor values when the behavior of the device is too complex to enumerate beforehand, and the selective but effective interpretation of sensor readings when the number of sensors becomes overwhelming. This system addresses these issues by building an explicit model of a device and applying common-sense theories of physics to model causality in the device. The resulting causal simulation of the device supports planning decisions about how to efficiently yet reliably utilize a limited number of sensors to verify correct operation of the device

Plan-based delivery composition in intelligent tutoring systems for introductory computer programming

In a shell system for the generation of intelligent tutoring systems, the instructional model that one applies should be variable independent of the content of instruction. In this article, a taxonomy of content elements is presented in order to define a relatively content-independent instructional planner for introductory programming ITS's; the taxonomy is based on the concepts of programming goals and programming plans. Deliveries may be composed by the instantiation of delivery templates with the content elements. Examples from two different instructional models illustrate the flexibility of this approach. All content in the examples is taken from a course in COMAL-80 turtle graphics

Operator assistant to support deep space network link monitor and control

Preparing the Deep Space Network (DSN) stations to support spacecraft missions (referred to as pre-cal, for pre-calibration) is currently an operator and time intensive activity. Operators are responsible for sending and monitoring several hundred operator directivities, messages, and warnings. Operator directives are used to configure and calibrate the various subsystems (antenna, receiver, etc.) necessary to establish a spacecraft link. Messages and warnings are issued by the subsystems upon completion of an operation, changes of status, or an anomalous condition. Some points of pre-cal are logically parallel. Significant time savings could be realized if the existing Link Monitor and Control system (LMC) could support the operator in exploiting the parallelism inherent in pre-cal activities. Currently, operators may work on the individual subsystems in parallel, however, the burden of monitoring these parallel operations resides solely with the operator. Messages, warnings, and directives are all presented as they are received; without being correlated to the event that triggered them. Pre-cal is essentially an overhead activity. During pre-cal, no mission is supported, and no other activity can be performed using the equipment in the link. Therefore, it is highly desirable to reduce pre-cal time as much as possible. One approach to do this, as well as to increase efficiency and reduce errors, is the LMC Operator Assistant (OA). The LMC OA prototype demonstrates an architecture which can be used in concert with the existing LMC to exploit parallelism in pre-cal operations while providing the operators with a true monitoring capability, situational awareness and positive control. This paper presents an overview of the LMC OA architecture and the results from initial prototyping and test activities

Students’ Perception of Vodcast and Podcast as Instructional Material

The study was conducted to examine students’ perception of vodcast and podcast as instructional material. The study employed a survey research design. The total sample size for the study was two hundred and twenty-five (225) respondents. Data was analyzed and presented using mean statistic and standard deviation. Hypothesis for the study was analyzed using t-test with a p≤0.05 level of significance. Students in the study to a low extent (=1.97) agreed that vodcast and podcast increase productivity, promote creativity and facilitate academic learning. Respondents are of the view that the University of Nigeria, Nsukka postgraduate program is not yet advanced enough to use vodcast and podcast technologies for teaching students (=2.88). Unavailability of technologies had a significant influence on barriers that hinder students from using vodcast and podcast. Based on the findings and conclusion, it is recommended among others, that the University of Nigeria, Nsukka organize a capacity building workshop hinged on the use of top-notch technology for 21st century education; that departments in the university should motivate lecturers to employ technological tools in teaching through incentives as these will encourage every lecturer to key into the move

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning