Genisa: A web-based interactive learning environment for teaching simulation modelling

Intelligent Tutoring Systems (ITS) provide students with adaptive instruction and can facilitate the acquisition of problem solving skills in an interactive environment. This paper discusses the role of pedagogical strategies that have been implemented to facilitate the development of simulation modelling knowledge. The learning environment integrates case-based reasoning with interactive tools to guide tutorial remediation. The evaluation of the system shows that the model for pedagogical activities is a useful method for providing efficient simulation modelling instruction

A Plugable Web Based Intelligent Tutoring System

With the development of WWW technology, web-based ITSs are becoming mainstream area of research and development. The major benefit of web-based ITS is that, the ITS installed and supported in one place can be used by thousands of learners all over the world. Although many web-based educational systems appeared recently, most of them emerged from their predecessor legacy standalone systems. Therefore, they not only restrict themselves in functionality, but also fail to take advantage of distributed nature of Internet. This paper describes an open architecture based adaptable web-based intelligent tutoring system with pluggable domain modules. The system is based client/server architecture and has distinct and separable domain modules and a generic module. Such architecture not only provides salability in the Internet environment but also allows the same architecture to be used for multiple subject domains

Building Intelligent Tutoring Systems

This project\u27s goal was to improve the ASSISTments intelligent tutoring system\u27s algebraic capabilities. We worked towards three main objectives. First, we built support for parsing expressions and comparing them for algebraic equality. Second, we implemented an interactive grapher capable of plotting a variety of expressions. Third, we added support for rendering expressions to well formatted images. Finally, we implemented a basic tutoring system including sample problems that demonstrate our work, establishing our tools\u27 usability and integrability

Personalised trails and learner profiling within e-learning environments

This deliverable focuses on personalisation and personalised trails. We begin by introducing and defining the concepts of personalisation and personalised trails. Personalisation requires that a user profile be stored, and so we assess currently available standard profile schemas and discuss the requirements for a profile to support personalised learning. We then review techniques for providing personalisation and some systems that implement these techniques, and discuss some of the issues around evaluating personalisation systems. We look especially at the use of learning and cognitive styles to support personalised learning, and also consider personalisation in the field of mobile learning, which has a slightly different take on the subject, and in commercially available systems, where personalisation support is found to currently be only at quite a low level. We conclude with a summary of the lessons to be learned from our review of personalisation and personalised trails

A Web-Based Distributed Virtual Educational Laboratory

Evolution and cost of measurement equipment, continuous training, and distance learning make it difficult to provide a complete set of updated workbenches to every student. For a preliminary familiarization and experimentation with instrumentation and measurement procedures, the use of virtual equipment is often considered more than sufficient from the didactic point of view, while the hands-on approach with real instrumentation and measurement systems still remains necessary to complete and refine the student's practical expertise. Creation and distribution of workbenches in networked computer laboratories therefore becomes attractive and convenient. This paper describes specification and design of a geographically distributed system based on commercially standard components

REDIR: Automated Static Detection of Obfuscated Anti-Debugging Techniques

Reverse Code Engineering (RCE) to detect anti-debugging techniques in software is a very difficult task. Code obfuscation is an anti-debugging technique makes detection even more challenging. The Rule Engine Detection by Intermediate Representation (REDIR) system for automated static detection of obfuscated anti-debugging techniques is a prototype designed to help the RCE analyst improve performance through this tedious task. Three tenets form the REDIR foundation. First, Intermediate Representation (IR) improves the analyzability of binary programs by reducing a large instruction set down to a handful of semantically equivalent statements. Next, an Expert System (ES) rule-engine searches the IR and initiates a sensemaking process for anti-debugging technique detection. Finally, an IR analysis process confirms the presence of an anti-debug technique. The REDIR system is implemented as a debugger plug-in. Within the debugger, REDIR interacts with a program in the disassembly view. Debugger users can instantly highlight anti-debugging techniques and determine if the presence of a debugger will cause a program to take a conditional jump or fall through to the next instruction