4,029 research outputs found

    Rollins College Winter Term 1982

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    Rollins College catalogue with list of faculty and students and courses by department

    Rollins College Catalog Winter Term 1982

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    Rollins College Winter Term 1996

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    Rollins College catalogue with list of faculty and students and courses by department

    The Graduate School catalog, University of Missouri--Columbia, 1993 to 1995

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    From Verbs to Tasks: An Integrated Account of Learning Tasks from Situated Interactive Instruction.

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    Intelligent collaborative agents are becoming common in the human society. From virtual assistants such as Siri and Google Now to assistive robots, they contribute to human activities in a variety of ways. As they become more pervasive, the challenge of customizing them to a variety of environments and tasks becomes critical. It is infeasible for engineers to program them for each individual use. Our research aims at building interactive robots and agents that adapt to new environments autonomously by interacting with human users using natural modalities. This dissertation studies the problem of learning novel tasks from human-agent dialog. We propose a novel approach for interactive task learning, situated interactive instruction (SII), and investigate approaches to three computational challenges that arise in designing SII agents: situated comprehension, mixed-initiative interaction, and interactive task learning. We propose a novel mixed-modality grounded representation for task verbs which encompasses their lexical, semantic, and task-oriented aspects. This representation is useful in situated comprehension and can be learned through human-agent interactions. We introduce the Indexical Model of comprehension that can exploit extra-linguistic contexts for resolving semantic ambiguities in situated comprehension of task commands. The Indexical model is integrated with a mixed-initiative interaction model that facilitates a flexible task-oriented human-agent dialog. This dialog serves as the basis of interactive task learning. We propose an interactive variation of explanation-based learning that can acquire the proposed representation. We demonstrate that our learning paradigm is efficient, can transfer knowledge between structurally similar tasks, integrates agent-driven exploration with instructional learning, and can acquire several tasks. The methods proposed in this thesis are integrated in Rosie - a generally instructable agent developed in the Soar cognitive architecture and embodied on a table-top robot.PhDComputer Science and EngineeringUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/111573/1/shiwali_1.pd

    Graduate catalog with course descriptions, 1991-1993

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    University catalog, 2016-2017

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    The catalog is a comprehensive reference for your academic studies. It includes a list of all degree programs offered at MU, including bachelors, masters, specialists, doctorates, minors, certificates, and emphasis areas. It details the university wide requirements, the curricular requirements for each program, and in some cases provides a sample plan of study. The catalog includes a complete listing and description of approved courses. It also provides information on academic policies, contact information for supporting offices, and a complete listing of faculty members. -- Page 3

    The Effects of Instructor-Avatar Immediacy in Second Life, an Immersive and Interactive 3D Virtual Environment

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    Growing interest of educational institutions in desktop 3D graphic virtual environments for hybrid and distance education prompts questions on the efficacy of such tools. Virtual worlds, such as Second Life®, enable computer-mediated immersion and interactions encompassing multimodal communication channels including audio, video, and text-. These are enriched by avatar-mediated body language and physical manipulation of the environment. In this para-physical world, instructors and students alike employ avatars to establish their social presence in a wide variety of curricular and extra-curricular contexts. As a proxy for the human body in synthetic 3D environments, an avatar represents a \u27real\u27 human computer user and incorporates default behavior patterns (e.g., autonomous gestures such as changes in body orientation or movement of hands) as well as expressive movements directly controlled by the user through keyboard \u27shortcuts.\u27 Use of headset microphones and various stereophonic effects allows users to project their speech directly from the apparent location of their avatar. In addition, personalized information displays allow users to share graphical information, including text messages and hypertext links. These \u27channels\u27 of information constituted an integrated and dynamic framework for projecting avatar \u27immediacy\u27 behaviors (including gestures, intonation, and patterns of interaction with students), that may positively or negatively affect the degree to which other observers of the virtual world perceive the user represented by the avatar as \u27socially present\u27 in the virtual world. This study contributes to the nascent research on educational implementations of Second Life in higher education. Although education researchers have investigated the impact of instructor immediacy behaviors on student perception of instructor social presence, students\u27 satisfaction, motivation, and learning, few researchers have examined the effects of immediacy behaviors in a 3D virtual environment or the effects of immediacy behaviors manifested by avatars representing instructors. The study employed a two-factor experimental design to investigate the relationship between instructor avatars\u27 immediacy behaviors (high vs. low) and students\u27 perception of instructor immediacy, instructor social presence, student avatars co-presence and learning outcomes in Second Life. The study replicates and extends aspects of an earlier study conducted by Maria Schutt, Brock S. Allen, and Mark Laumakis, including components of the experimental treatments that manipulated the frequency of various types of immediacy behaviors identified by other researchers as potentially related to perception of social presence in face-to-face and mediated instruction. Participants were 281 students enrolled in an introductory psychology course at San Diego State University who were randomly assigned to one of four groups. Each group viewed a different version of the 28-minute teaching session in Second Life on current perspective in psychology. Data were gathered from student survey responses and tests on the lesson content. Analysis of variance revealed significant differences between the treatment groups (F (3,113) = 6.5,p = .000). Students who viewed the high immediacy machinimas (Group 1 HiHi and Group 2 HiLo) rated the immediacy behaviors of the instructor-avatar more highly than those who viewed the low-immediacy machinimas (Group 3 LoHi and Group 4 LoLo). Findings also demonstrate strong correlations between students\u27 perception of instructor avatar immediacy and instructor social presence (r = .769). These outcomes in the context of a 3D virtual world are consistent with findings on instructor immediacy and social presence literature in traditional and online classes. Results relative to learning showed that all groups tested higher after viewing the treatment, with no significant differences between groups. Recommendations for current and future practice of using instructor-avatars include paralanguage behaviors such as voice quality, emotion and prosodic features and nonverbal behaviors such as proxemics and gestures, facial expression, lip synchronization and eye contact

    University catalog, 2018-19

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    Welcome to the University of Missouri 2018-2019 catalog! We are pleased to provide an interactive and searchable catalog online. The catalog is a comprehensive reference for your academic studies. It includes a list of all degree programs offered at MU, including bachelors, masters, specialists, doctorates, minors, certificates, and emphasis areas. It details the university wide requirements, the curricular requirements for each program, and in some cases provides a sample plan of study. The catalog includes a complete listing and description of approved courses. It also provides information on academic policies, contact information for supporting offices, and a complete listing of faculty members. Information in the catalog is current as of May 2018.--Page 17
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