A software based mentor system

This thesis describes the architecture, implementation issues and evaluation of Mentor - an educational support system designed to mentor students in their university studies. Students can ask (by typing) natural language questions and Mentor will use several educational paradigms to present information from its Knowledge Base or from data-mined online Web sites to respond. Typically the questions focus on the student’s assignments or in their preparation for their examinations. Mentor is also pro-active in that it prompts the student with questions such as "Have you started your assignment yet?". If the student responds and enters into a dialogue with Mentor, then, based upon the student’s questions and answers, it guides them through a Directed Learning Path planned by the lecturer, specific to that assessment. The objectives of the research were to determine if such a system could be designed, developed and applied in a large-scale, real-world environment and to determine if the resulting system was beneficial to students using it. The study was significant in that it provided an analysis of the design and implementation of the system as well as a detailed evaluation of its use. This research integrated the Computer Science disciplines of network communication, natural language parsing, user interface design and software agents, together with pedagogies from the Computer Aided Instruction and Intelligent Tutoring System fields of Education. Collectively, these disciplines provide the foundation for the two main thesis research areas of Dialogue Management and Tutorial Dialogue Systems. The development and analysis of the Mentor System required the design and implementation of an easy to use text based interface as well as a hyper- and multi-media graphical user interface, a client-server system, and a dialogue management system based on an extensible kernel. The multi-user Java-based client-server system used Perl-5 Regular Expression pattern matching for Natural Language Parsing along with a state-based Dialogue Manager and a Knowledge Base marked up using the XML-based Virtual Human Markup Language. The kernel was also used in other Dialogue Management applications such as with computer generated Talking Heads. The system also enabled a user to easily program their own knowledge into the Knowledge Base as well as to program new information retrieval or management tasks so that the system could grow with the user. The overall framework to integrate and manage the above components into a usable system employed suitable educational pedagogies that helped in the student’s learning process. The thesis outlines the learning paradigms used in, and summarises the evaluation of, three course-based Case Studies of university students’ perception of the system to see how effective and useful it was, and whether students benefited from using it. This thesis will demonstrate that Mentor met its objectives and was very successful in helping students with their university studies. As one participant indicated: ‘I couldn’t have done without it.

The application of OOAD to "organizational learning, adaptation, and management support system"

Doğan, Fırat (Dogus Author)Bu çalışmanın amacı nesne temelli analiz ve tasarım teknikleri kullanılarak organizasyonel öğrenmeyi sağlayacak bir öğrenme modelinin oluşturulmasıdır. Çalışmaya temel oluşturması amacıyla yönetim trendleri, öğrenme teorileri, öğrenme yöntem ve araçları, ve öğrenen organizasyonlar gibi temel konular üzerinde derinlemesine bir kaynak araştırması gerçekleştirilmiştir. Aynca Peter F.Senge, Michael J.Marquardt, Russel L.Ackoff, Chris Argyris gibi yönetim teorisyenlerinin oluşturdukları modeller detaylı olarak incelenmiştir. Çalışmada temel alınan Ackoff un "organizasyonel öğrenme, adaptasyon ve yönetim destek sistemi" nesne temelli analiz teknikleri ile geliştirilmiş ve genelleştirilmiş modelleme dili ile modellenmiştir. Modellemede Microsoft Visio 10.05 modelleme paket programı kullanılmıştır. Çalışmanın sonunda sonuçlar özetlenmiş ve ileride yapılabilecek çalışmalar belirtilmiştir.This study aims to develop an object oriented analysis and design based model that facilitates organizational learning. To form a basis for the study a thorough literatüre survey is performed on the subjects of management theories, learning theories, learning methods and tools, and learning organizations. Moreover the learning models that are developed by the management theoricians, Peter F.Senge, Michael J.Marquardt, Russel L.Ackoff and Chris Argyris are analyzed in detail. Ackoff’s "organizational learning, adaptation, management support system" model is improved with the use of object oriented analysis and design technique and is modelled with unified modelling language. Microsoft Visio 10.05 modelling package is used as a tool for modelling and the study is concluded with the summary of results and the statement of future studies.PREFACE, ii -- ÖZET, iii -- SUMMARY, iv -- LIST OF CONTENTS, v -- LIST OF FIGURES, ix -- LIST OF TABLES, xi -- ABBREVIA TIONS, xii -- 1. INTRODUCTION, 1 -- 2. MANAGEMENT, 3 -- 2.1. Definition of Management, 3 -- 2.2. History of Management Thought, 4 -- 2.2.1. Preclassical Contributors, •, 5 -- 2.2.2. Classical Viewpoint, 5 -- 2.2.2.1. Scientific Management, 6 -- 2.2.2.2. Bureaucratic Management, 6 -- 2.2.2.3. Administrative Management (Principles), 7 -- 2.2.3. Behavioural Viewpoint, 8 -- 2.2.4. Quantitative Management Viewpoint, 9 -- 2.2.5. Contemporary Viewpoints, 10 -- 2.2.5.1. Systems Approach, 10 -- 2.2.5.2. Contingency Approach, 12 -- 2.2.5.3. Total Quality Management, 12 -- 2.3. The Paradigm Change in Management, 13 -- 3. LEARNING CONCEPT, 16 -- 3.1. The Definition of Learning, 16 -- 3.2. The Basic Aspects of Learning Process, 20 -- 3.3. Recepti ve Processes, 22 -- 3.4. Classification of Learning According to Levels Approach, 22 -- 3.4.1. Individual Learning, 23 -- 3.4.1.1. lndividual Learning Process, 24 -- 3.4.1.2. Learning Theory and Approaches, 25 -- 3.4.2. Learning in Teams, 33 -- 3.5. Classification of Learning According to Type, 37 -- 3.5.1. Adaptive and Productive Learning, 38 -- 3.5.2. Single and Double Loop Learning, 39 -- 3.5.3. Deutero Learning, 42 -- 3.5.4. Conceptual and Operational Learning, 44 -- 3.5.5. Strategic and Tactical Learning, 44 -- 3.5.6. Low Level and High Level Learning, 45 -- 3.6. Organizational Learning, 45 -- 3.6.1. Learning among Organizations, 50 -- 3.6.2. Organizational Learning Models, 51 -- 3.6.3. Organizational Learning Process, 54 -- 4. LEARNING ORGANIZATIONS, ', 57 -- 4.1. Evalution of Learning Organizations, 57 -- 4.2. Learning Organizations-Definitions and Characteristics, 60 -- 4.3. The Culture of Living Together, 63 -- 4.4. Different Aspects of Learning Organizations, 64 -- 4.4.1. Differences from Individual Learning, 64 -- 4.4.2. Differences from Other Organizations, 65 -- 4.5. Why Learning Organizations are Desired, 66 -- 4.6. Responsibility in Learning Organizations, 67 -- 4.6.1. Responsibilities of the Organization, 67 -- 4.6.2. Responsibilities of Employees in the Organization, 67 -- 4. 7. The Fifth Discipline of Senge, 68 -- 4.7.1. Systems Thinking, 68 -- 4.7.2. Modelling, Simulation, Microworlds and Learning Laboratories, 69 -- 4.7.3. Personal Mastery, 71 -- 4.7.4. Mental Models, 75 -- 4.8.5. Shared Vision, 79 -- 4.8.6. Team Learning, 81 -- 4.8. Marquardt's Learning Related Systems Organization Model, 81 -- 4.8.1. Learning Subsystem, 82 -- 4.8.1.1. Basic Strategies Directed To Learning Sub System, 82 -- 4.8.2. Organization Subsystem, 83 -- 4.8.2.1. Basic Strategies Directed to Organization's Subsystem, 84 -- 4.8.3. Human Subsystem, 84 -- 4.8.3.1. Main Strategies Directed to Human Subsystem, 85 -- 4.8.4. Information Subsystem, 85 -- 4.8.4.1. Obtaining Information, 86 -- 4.8.4.2. Production of lnformation, 86 -- 4.8.4.3. Storage of lnformation, 87 -- 4.8.4.4. Transformation and Recycle of lnformation, 87 -- 4.8.4.5. Basic Strategies of lnformation Subsystem, 87 -- 4.8.5. Technological Infrastructure, 88 -- 4.8.5.1. lnformation Technology, 88 -- 4.8.5.2. Technology Based Learning, 89 -- 4.8.5.3. Electronical Performance Support Systems, 89 -- 4.8.5.4. Basic Strategies for Technological Infrastructure, 91 -- 5. THE APPLICATION OF OOAD TO "ORGANIZATIONAL LEARNING, ADAPTA TION, AND MANAGEMENT SUPPORT SYSTEM", 94 -- 5.1. Object Oriented Analysis and Design: Model ofReality, 95 -- 5.1.1. Define Use Cases, 95 -- 5.1.2. Define a Domain Model, 96 -- 5.1.3. Define Interaction Diagrams, 96 -- 5.1.4. Define Design Class diagrams, 96 -- 5.2. What is UML?, 97 -- 5.2.1. A Conceptual Model of the UML, 97 -- 5.2.1.1. Building Blocks of the UML, 98 -- 5.2.1.2. Diagraıns in the UML, 98 -- 5.3. Implementation, Control and Learning, 99 -- 5.4. Application of OOAD to Ackoff’s Learning Model, 100 -- 5.4.1. Business process and requirement analysis of the OLAMS system, 102 -- 5.4.1.1. Use case model of the OLAMS system, 102 -- 5.4.1.2. Sequence diagram of the "OLAMS" system, 106 -- 5.4.1.3. Domain Model: Visualizing concepts of the OLAMS system, 106 -- 5.4.1.4. Noun phrase identification of OLAMS system, 108 -- 6. CONCLUSION, 113 -- REFERENCES, 115 -- APPENDIX: MODEL EXPLORER, 119 -- AUTOBIOGRAPHY, 12

Culturally-based adaptive learning and concept analytics to guide educational website content integration

In modern learning environments, the lecturer or educational designer is often confronted withmulti-national student cohorts, requiring special consideration regarding language, cultural norms and taboos, religion, and ethics. Through a somewhat provocative example we demonstrate that taking such factors into account can be essential to avoid embarrassment and harm to individual learners' cultural sensibilities and, thus, provide the motivation for finding a solution using a specially designed feature, known as adaptive learning paths, for implementation in Learning Management Systems (LMS). Managing cultural conflicts is achievable by a twofold process. First, a learner profile must be created, in which the specific cultural parameters can be recorded. According to the learner profile,a set of content filter tags can be assigned to the learning path for the relevant students. Example content filter tags may be "no sex" or "nudity ok, but not combined with religion". Second, the LMS must have the functionality to select and present content based on the content filter tags. The design of learning material is presented via a meta-data based repository of learning objects that permits the adaptation of learning paths according to learner profiles, which include the cultural sensibilities in addition to prior knowledge and learning and categorized learning content - a detailed example is given.The drawback of using static or predefined meta-data elements is discussed, suggesting a further refinement via the introduction of dynamic concept analysis to be applied to both learner profiles and learning objects (restricted to text at this stage). An automated method of generating the content filter tags is achieved through the use of the Normalised Word Vector algorithm first developed for Automated Essay Grading system known as MarkIT (R. Williams, 2006). An automated method reduces human effort and ensures consistency.Sophisticated fine-grained dynamic learning path adaptivity is achieved through a detailed design given in the article, helping ensure that learners from a variety of cultural backgrounds can be treated appropriately and fairly and are not disadvantaged or offended by inappropriate learning content and examples

Sistem Informasi Perpustakaan Sman 4 Tambun Selatan Dengan Fitur Qr-Code Berbasis Web

The library is a source of learning that must be owned by every school and even college. Based on the results of interviews regarding the problems faced by SMAN 4 TAMBUN SELATAN, all activities carried out in the library are still using the manual system, so it takes a long time to search for data. so that the problem will have an impact on the process of making library reports that must be reported every month. To solve this problem, a change is needed from a manual system to a computerized system. The purpose of this research is to develop a web-based library management information system. Therefore for improve a service at school. This information system consists of 2 actors, namely the library admin and students. The method used to carry out this development is the waterfall method which consists of needs analysis, system design, implementation, system testing, and system maintenance. This system was developed using the PHP programming language, the database used is MySQL. The testing technique used is Black-Box Testing (Alpha) and UAT User Acceptance Testing (Beta). The results of the Black-Box Testing with 25 test scenarios can be concluded that the application has been running well with a success percentage of 100% and the results of the UAT based on the level of user acceptance of the entire system are very good, with a percentage of 92%

Web-Based School Academic Information System: Case Study at an MTs School in Bandung

Academic management activities are an essential part of the world of education related to the teaching and learning process. Currently, the academic information system at one MTs school in Bandung is still being done manually, such as recording student data, teacher data, subject data, scheduling data, and class data. However, this method is considered less effective because it is prone to damage or loss of data. This study aims to develop a system for data collection in teaching and learning activities. In developing the academic system, the author uses a qualitative descriptive method, in which data collection is carried out through triangulation, data analysis is inductive/qualitative, and research results emphasize meaning rather than generalization, emphasizing use cases. The programming language used to design and implement this academic information system is PHP with SSL, and the database used is MySQL. The results of this research can assist Curriculum officers and teachers in managing student data, teacher data, subject data, scheduling data, and class data more quickly and reduce the risk of data damage or loss

Pengembangan Sistem Informasi Ujian Sekolah Berbasis Intranet DI SMK Basyariyah Madiun

AbstractThis study develops school management are now many who utilize information systems, such as the Academic Information Systems, Information Systems Officer and others. But the system is still manual examination conducted that the teachers should make printed matter and must be propagated so it takes a long time as well as substantial funds for the preparation of the manuscript matter and answer sheet. Students also have to write it manually using pens to answer such questions. The efficiency and effectiveness of the exam committee less can optimally process the student assessment test results. By implementing a needs analysis (requirement analysis) to determine the needs of the system, then the author can specify a matter of necessity in the course of this intarnet based school exams, by making a new form of learning systems by implementing an intranet-based school examination system, providing convenience to each teacher in the field of study melaksankan school exams to students, to look for effective learning solution is to create an intranet-based school examination system, to develop skills in information technology-based learning. Exam Application Design School The school will be applied in the intranet, where these applications can be accessed by all computers clien in one room, so that examinees can access the questions from the server to the model question multiple choice / multiple choice is random and student test carried out in komputer.sehingga lab can provide efficiency in various aspects, namely the efficiency of time and cost efficiency. Design of information systems intranet-based school exam this is by using the PHP programming language and MySQL database MySQL used a database that has a very high process capability and save memory, it is very supportive of the school information system web-based exam.Keywords: Information Systems; php; MySql

Model-Based Analysis of Socio-Technical Risk

Traditional approaches to hazard analysis and safety-related risk management are based on an accident model that focuses on failure events in static engineering designs and linear notions of causality. They are therefore limited in their ability to include complex human decision-making, software errors, system accidents (versus component failure accidents), and organizational risk factors in the analysis. These traditional accident models do not adequately capture the dynamic complexity and non-linear interactions that characterize accidents in complex systems, i.e., what Perrow called system accidents. System accidents often result from adaptation and degradation of safety over time: The move to a high-risk state occurs without any particular decision to do so but simply as a series of decisions or adaptations (asynchronous evolution) that move the system into a high-risk state where almost any slight error or deviation can lead to a major loss. To handle this more comprehensive view of accidents, risk management tools and models need to treat systems as dynamic processes that are continually adapting to achieve their ends and to react to changes in themselves and their environment. Leveson’s new accident model, STAMP (Systems-Theoretic Accident Modeling and Processes), provides the foundation for such a risk management approach by describing the process leading up to an accident as an adaptive feedback function that fails to maintain safety constraints as performance changes over time to meet a complex set of goals and values. In this report, a new type of hazard analysis based on this new model of accident causation is described called STPA (STAMP-based Analysis). STPA is illustrated by applying it to TCAS II, a complex aircraft collision avoidance system, and to a public water safety system in Canada. In the first example (TCAS II), STPA is used to analyze an existing system design. A formal and executable modeling/specification language called SpecTRM-RL is used to model and simulate the technical and human components in the system and to provide the support required for the STPA analysis. The results are compared with traditional hazard analysis techniques, including a high-quality TCAS II fault tree analysis created by MITRE for the FAA. The STPA analysis was found to be more comprehensive and complete than the fault tree analysis. The second example of STPA (the public water system) illustrates its application to the organizational and social components of open systems as well as the technical. In this example, STPA is used to drive the design process rather than to evaluate an existing design. Again, SpecTRM-RL models are used to support the analysis, but this time we added system dynamics models. SpecTRM-RL allows us to capture the system’s static structure (hardware, software, operational procedures, and management controls) and is useful in performing hazard analyses that examine complex socio-technical safety control structures. The addition of system dynamics models allows simulation and modeling of the system’s behavioral dynamics and the effects of changes over time. STPA allowed us to examine the impact of organizational decision-making and technical design decisions on system risk and resiliency. The integration of STPA, SpecTRM-RL, and system dynamics creates the potential for a simulation and analysis environment to support and guide the initial technical and operational system design as well as organizational and management policy design. The results of STPA analysis can also be used to support organizational learning and performance monitoring throughout the system’s life cycle so that degradation of safety and increases in risk can be detected before a catastrophe results

Adaptive development and maintenance of user-centric software systems

A software system cannot be developed without considering the various facets of its environment. Stakeholders – including the users that play a central role – have their needs, expectations, and perceptions of a system. Organisational and technical aspects of the environment are constantly changing. The ability to adapt a software system and its requirements to its environment throughout its full lifecycle is of paramount importance in a constantly changing environment. The continuous involvement of users is as important as the constant evaluation of the system and the observation of evolving environments. We present a methodology for adaptive software systems development and maintenance. We draw upon a diverse range of accepted methods including participatory design, software architecture, and evolutionary design. Our focus is on user-centred software systems