Automatic case acquisition from texts for process-oriented case-based reasoning

This paper introduces a method for the automatic acquisition of a rich case representation from free text for process-oriented case-based reasoning. Case engineering is among the most complicated and costly tasks in implementing a case-based reasoning system. This is especially so for process-oriented case-based reasoning, where more expressive case representations are generally used and, in our opinion, actually required for satisfactory case adaptation. In this context, the ability to acquire cases automatically from procedural texts is a major step forward in order to reason on processes. We therefore detail a methodology that makes case acquisition from processes described as free text possible, with special attention given to assembly instruction texts. This methodology extends the techniques we used to extract actions from cooking recipes. We argue that techniques taken from natural language processing are required for this task, and that they give satisfactory results. An evaluation based on our implemented prototype extracting workflows from recipe texts is provided.Comment: Sous presse, publication pr\'evue en 201

Gen Ed Data Review Meeting Handouts, June 24, 2016

Handouts from the General Education Data Review and Discussion

To Index or Not to Index: Optimizing Exact Maximum Inner Product Search

Exact Maximum Inner Product Search (MIPS) is an important task that is widely pertinent to recommender systems and high-dimensional similarity search. The brute-force approach to solving exact MIPS is computationally expensive, thus spurring recent development of novel indexes and pruning techniques for this task. In this paper, we show that a hardware-efficient brute-force approach, blocked matrix multiply (BMM), can outperform the state-of-the-art MIPS solvers by over an order of magnitude, for some -- but not all -- inputs. In this paper, we also present a novel MIPS solution, MAXIMUS, that takes advantage of hardware efficiency and pruning of the search space. Like BMM, MAXIMUS is faster than other solvers by up to an order of magnitude, but again only for some inputs. Since no single solution offers the best runtime performance for all inputs, we introduce a new data-dependent optimizer, OPTIMUS, that selects online with minimal overhead the best MIPS solver for a given input. Together, OPTIMUS and MAXIMUS outperform state-of-the-art MIPS solvers by 3.2$\times$ on average, and up to 10.9$\times$, on widely studied MIPS datasets.Comment: 12 pages, 8 figures, 2 table

An epistemology and expectations survey about experimental physics: Development and initial results

In response to national calls to better align physics laboratory courses with the way physicists engage in research, we have developed an epistemology and expectations survey to assess how students perceive the nature of physics experiments in the contexts of laboratory courses and the professional research laboratory. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) evaluates students' epistemology at the beginning and end of a semester. Students respond to paired questions about how they personally perceive doing experiments in laboratory courses and how they perceive an experimental physicist might respond regarding their research. Also, at the end of the semester, the E-CLASS assesses a third dimension of laboratory instruction, students' reflections on their course's expectations for earning a good grade. By basing survey statements on widely embraced learning goals and common critiques of teaching labs, the E-CLASS serves as an assessment tool for lab courses across the undergraduate curriculum and as a tool for physics education research. We present the development, evidence of validation, and initial formative assessment results from a sample that includes 45 classes at 20 institutions. We also discuss feedback from instructors and reflect on the challenges of large-scale online administration and distribution of results.Comment: 31 pages, 9 figures, 3 tables, submitted to Phys. Rev. - PE

I’ve (Urn)ed This: An Application and Criterion-based Evaluation of the Urnings Algorithm

There is increased interest in personalized learning and making e-learning environments more adaptable. Some e-learning systems may use an Item Response Theory (IRT)-based assessment system. An important distinction between assessment and learning contexts is that learner proficiency is expected to remain constant across an assessment, while it is expected to change over time in a learning context. Constant learner proficiency during an assessment enables conventional approaches to estimating person and item parameters using IRT. These IRT-based systems could be abandoned for alternative approaches to modeling learners and system learning content, but assessments may provide more functions than adapting learning material to students. Thus, there is the question, how can e-learning systems with IRT-based assessment components more dynamically adapt their learning content? Is there a solution that leverages IRT for adapting the learning content of the system? A promising solution is the Urnings algorithm. Like other candidate algorithms, it is computationally light, but this algorithm has mechanisms for preventing variance inflation and is suitable for e-learning contexts. It also provides a measure of uncertainty around estimates. It has been studied both through simulations and applications to e-learning systems. Results are promising; however, there has not been an application of the Urnings algorithm to an e-learning context where there are conventionally estimated person parameters to compare the algorithm estimates to. This study addresses this gap by applying the Urnings algorithm to a K–8 reading and mathematics learning platform. In data from this platform, we have person parameter estimates across academic years from an in-system diagnostic assessment. Results from this study will help industry researchers understand the feasibility of the Urnings algorithm for large e-learning systems with IRT-based assessment components

DeepEval: An Integrated Framework for the Evaluation of Student Responses in Dialogue Based Intelligent Tutoring Systems

The automatic assessment of student answers is one of the critical components of an Intelligent Tutoring System (ITS) because accurate assessment of student input is needed in order to provide effective feedback that leads to learning. But this is a very challenging task because it requires natural language understanding capabilities. The process requires various components, concepts identification, co-reference resolution, ellipsis handling etc. As part of this thesis, we thoroughly analyzed a set of student responses obtained from an experiment with the intelligent tutoring system DeepTutor in which college students interacted with the tutor to solve conceptual physics problems, designed an automatic answer assessment framework (DeepEval), and evaluated the framework after implementing several important components. To evaluate our system, we annotated 618 responses from 41 students for correctness. Our system performs better as compared to the typical similarity calculation method. We also discuss various issues in automatic answer evaluation