OFMTutor: An operator function model intelligent tutoring system

The design, implementation, and evaluation of an Operator Function Model intelligent tutoring system (OFMTutor) is presented. OFMTutor is intended to provide intelligent tutoring in the context of complex dynamic systems for which an operator function model (OFM) can be constructed. The human operator's role in such complex, dynamic, and highly automated systems is that of a supervisory controller whose primary responsibilities are routine monitoring and fine-tuning of system parameters and occasional compensation for system abnormalities. The automated systems must support the human operator. One potentially useful form of support is the use of intelligent tutoring systems to teach the operator about the system and how to function within that system. Previous research on intelligent tutoring systems (ITS) is considered. The proposed design for OFMTutor is presented, and an experimental evaluation is described

Measuring cognitive load and cognition: metrics for technology-enhanced learning

This critical and reflective literature review examines international research published over the last decade to summarise the different kinds of measures that have been used to explore cognitive load and critiques the strengths and limitations of those focussed on the development of direct empirical approaches. Over the last 40 years, cognitive load theory has become established as one of the most successful and influential theoretical explanations of cognitive processing during learning. Despite this success, attempts to obtain direct objective measures of the theory's central theoretical construct – cognitive load – have proved elusive. This obstacle represents the most significant outstanding challenge for successfully embedding the theoretical and experimental work on cognitive load in empirical data from authentic learning situations. Progress to date on the theoretical and practical approaches to cognitive load are discussed along with the influences of individual differences on cognitive load in order to assess the prospects for the development and application of direct empirical measures of cognitive load especially in technology-rich contexts

The effect of multiple knowledge sources on learning and teaching

Current paradigms for machine-based learning and teaching tend to perform their task in isolation from a rich context of existing knowledge. In contrast, the research project presented here takes the view that bringing multiple sources of knowledge to bear is of central importance to learning in complex domains. As a consequence teaching must both take advantage of and beware of interactions between new and existing knowledge. The central process which connects learning to its context is reasoning by analogy, a primary concern of this research. In teaching, the connection is provided by the explicit use of a learning model to reason about the choice of teaching actions. In this learning paradigm, new concepts are incrementally refined and integrated into a body of expertise, rather than being evaluated against a static notion of correctness. The domain chosen for this experimentation is that of learning to solve "algebra story problems." A model of acquiring problem solving skills in this domain is described, including: representational structures for background knowledge, a problem solving architecture, learning mechanisms, and the role of analogies in applying existing problem solving abilities to novel problems. Examples of learning are given for representative instances of algebra story problems. After relating our views to the psychological literature, we outline the design of a teaching system. Finally, we insist on the interdependence of learning and teaching and on the synergistic effects of conducting both research efforts in parallel

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

Developing personalized education. A dynamic framework

Personalized education—the systematic adaptation of instruction to individual learners—has been a long-striven goal. We review research on personalized education that has been conducted in the laboratory, in the classroom, and in digital learning environments. Across all learning environments, we find that personalization is most successful when relevant learner characteristics are measured repeatedly during the learning process and when these data are used to adapt instruction in a systematic way. Building on these observations, we propose a novel, dynamic framework of personalization that conceptualizes learners as dynamic entities that change during and in interaction with the instructional process. As these dynamics manifest on different timescales, so do the opportunities for instructional adaptations—ranging from setting appropriate learning goals at the macroscale to reacting to affective-motivational fluctuations at the microscale. We argue that instructional design needs to take these dynamics into account in order to adapt to a specific learner at a specific point in time. Finally, we provide some examples of successful, dynamic adaptations and discuss future directions that arise from a dynamic conceptualization of personalization. (DIPF/Orig.

The 'what' and 'how' of learning in design, invited paper

Previous experiences hold a wealth of knowledge which we often take for granted and use unknowingly through our every day working lives. In design, those experiences can play a crucial role in the success or failure of a design project, having a great deal of influence on the quality, cost and development time of a product. But how can we empower computer based design systems to acquire this knowledge? How would we use such systems to support design? This paper outlines some of the work which has been carried out in applying and developing Machine Learning techniques to support the design activity; particularly in utilising previous designs and learning the design process

Integration of decision support systems to improve decision support performance

Decision support system (DSS) is a well-established research and development area. Traditional isolated, stand-alone DSS has been recently facing new challenges. In order to improve the performance of DSS to meet the challenges, research has been actively carried out to develop integrated decision support systems (IDSS). This paper reviews the current research efforts with regard to the development of IDSS. The focus of the paper is on the integration aspect for IDSS through multiple perspectives, and the technologies that support this integration. More than 100 papers and software systems are discussed. Current research efforts and the development status of IDSS are explained, compared and classified. In addition, future trends and challenges in integration are outlined. The paper concludes that by addressing integration, better support will be provided to decision makers, with the expectation of both better decisions and improved decision making processes

Why is Open Access Development so Successful? Stigmergic organization and the economics of information

The explosive development of "free" or "open source" information goods contravenes the conventional wisdom that markets and commercial organizations are necessary to efficiently supply products. This paper proposes a theoretical explanation for this phenomenon, using concepts from economics and theories of self-organization. Once available on the Internet, information is intrinsically not a scarce good, as it can be replicated virtually without cost. Moreover, freely distributing information is profitable to its creator, since it improves the quality of the information, and enhances the creator's reputation. This provides a sufficient incentive for people to contribute to open access projects. Unlike traditional organizations, open access communities are open, distributed and self-organizing. Coordination is achieved through stigmergy: listings of "work-in-progress" direct potential contributors to the tasks where their contribution is most likely to be fruitful. This obviates the need both for centralized planning and for the "invisible hand" of the market

Industrial implementation of intelligent system techniques for nuclear power plant condition monitoring

As the nuclear power plants within the UK age, there is an increased requirement for condition monitoring to ensure that the plants are still be able to operate safely. This paper describes the novel application of Intelligent Systems (IS) techniques to provide decision support to the condition monitoring of Nuclear Power Plant (NPP) reactor cores within the UK. The resulting system, BETA (British Energy Trace Analysis) is deployed within the UK’s nuclear operator and provides automated decision support for the analysis of refuelling data, a lead indicator of the health of AGR (Advanced Gas-cooled Reactor) nuclear power plant cores. The key contribution of this work is the improvement of existing manual, labour-intensive analysis through the application of IS techniques to provide decision support to NPP reactor core condition monitoring. This enables an existing source of condition monitoring data to be analysed in a rapid and repeatable manner, providing additional information relating to core health on a more regular basis than routine inspection data allows. The application of IS techniques addresses two issues with the existing manual interpretation of the data, namely the limited availability of expertise and the variability of assessment between different experts. Decision support is provided by four applications of intelligent systems techniques. Two instances of a rule-based expert system are deployed, the first to automatically identify key features within the refuelling data and the second to classify specific types of anomaly. Clustering techniques are applied to support the definition of benchmark behaviour, which is used to detect the presence of anomalies within the refuelling data. Finally data mining techniques are used to track the evolution of the normal benchmark behaviour over time. This results in a system that not only provides support for analysing new refuelling events but also provides the platform to allow future events to be analysed. The BETA system has been deployed within the nuclear operator in the UK and is used at both the engineering offices and on station to support the analysis of refuelling events from two AGR stations, with a view to expanding it to the rest of the fleet in the near future