Survey of the State of the Art in Natural Language Generation: Core tasks, applications and evaluation

This paper surveys the current state of the art in Natural Language Generation (NLG), defined as the task of generating text or speech from non-linguistic input. A survey of NLG is timely in view of the changes that the field has undergone over the past decade or so, especially in relation to new (usually data-driven) methods, as well as new applications of NLG technology. This survey therefore aims to (a) give an up-to-date synthesis of research on the core tasks in NLG and the architectures adopted in which such tasks are organised; (b) highlight a number of relatively recent research topics that have arisen partly as a result of growing synergies between NLG and other areas of artificial intelligence; (c) draw attention to the challenges in NLG evaluation, relating them to similar challenges faced in other areas of Natural Language Processing, with an emphasis on different evaluation methods and the relationships between them.Comment: Published in Journal of AI Research (JAIR), volume 61, pp 75-170. 118 pages, 8 figures, 1 tabl

Towards an Intelligent Tutor for Mathematical Proofs

Computer-supported learning is an increasingly important form of study since it allows for independent learning and individualized instruction. In this paper, we discuss a novel approach to developing an intelligent tutoring system for teaching textbook-style mathematical proofs. We characterize the particularities of the domain and discuss common ITS design models. Our approach is motivated by phenomena found in a corpus of tutorial dialogs that were collected in a Wizard-of-Oz experiment. We show how an intelligent tutor for textbook-style mathematical proofs can be built on top of an adapted assertion-level proof assistant by reusing representations and proof search strategies originally developed for automated and interactive theorem proving. The resulting prototype was successfully evaluated on a corpus of tutorial dialogs and yields good results.Comment: In Proceedings THedu'11, arXiv:1202.453

Multi-agent evolutionary systems for the generation of complex virtual worlds

Modern films, games and virtual reality applications are dependent on convincing computer graphics. Highly complex models are a requirement for the successful delivery of many scenes and environments. While workflows such as rendering, compositing and animation have been streamlined to accommodate increasing demands, modelling complex models is still a laborious task. This paper introduces the computational benefits of an Interactive Genetic Algorithm (IGA) to computer graphics modelling while compensating the effects of user fatigue, a common issue with Interactive Evolutionary Computation. An intelligent agent is used in conjunction with an IGA that offers the potential to reduce the effects of user fatigue by learning from the choices made by the human designer and directing the search accordingly. This workflow accelerates the layout and distribution of basic elements to form complex models. It captures the designer's intent through interaction, and encourages playful discovery

An Exploratory Comparative Study of Students\u27 Thinking in Arts Classrooms

To be successfully intelligent in the 21st century, students must be able to think well in at least three ways: creatively, critically, and practically, with complexity and wisdom. The purpose of this research was to explore the differences in middle school students\u27 quality of thinking in arts classrooms that are designed to be learner centered to a greater or lesser degree. Classroom environments which foster balanced intelligence in analytical, creative, and practical ways toward depth of understanding were the focus of this study. A better understanding of the impact of learner-centered environments on students\u27 perceptions of their learning and understanding in these classrooms was also sought. This research study supported theory in the area of balanced intelligence, toward the realization of students\u27 increased capacity to learn and achieve. Results of this mixed model comparative study indicated that classrooms designed to be more learner-centered (utilizing inquiry, connection-making, and self-direction to a greater degree) had a positive effect on students\u27 overall quality of thinking as demonstrated in a balanced way. Results also indicated that more learner-centered classrooms also had a positive effect on students\u27 self-beliefs regarding their intelligence and understanding in the context of visual art. This study suggests that infusion of best practice research toward the development of balanced thinking and overall cognitive development in the arts is beneficial to students and provided insight into the ways in which personal belief systems about capabilities and intelligence drive motivation, which may in turn drive learning goals and overall achievement. The mixed model exploratory design led to an emerging theory regarding a systems approach to the development quality thinking, as driven by the learning and thinking culture, belief systems, and dynamic classroom environments. This study provides insight into how dynamic learning systems may better nurture the kind of flexible, adaptive thinkers--at all levels of the learning organization--needed in a complex world

Towards a sustainable open educational resources development model : tapping into the cognitive surplus of student-generated content

Open Educational Resources (OER) have created opportunities for learners around the world. Previous research investigated different OER development models for higher educational institutions and other educational communities. However, maintaining sustainability remains the main challenge of OER projects, as there is a high demand on raising awareness of the value of OER in higher education, as well as the need for expanding a participation base in the OER development process and improving the quality of OER. As a response to these challenges, the research documented in this thesis presents a new OER development model that establishes communities of practices around OER in higher educational institutions, where the knowledge production that takes place inside classrooms provides sustainable resources for the OER development process. OER literature also shows initiatives on engaging students in the OER development process, however, there is a lack of rigor research that shows the principles of engaging students in this process. Hence, this study is focused on identifying the design principles of the sustainable OER development model that engages students in generating OER. The model was designed to establish communities of practice of students and teachers to work collaboratively in generating learning resources. In the context of computing and information technology studies for undergraduate learning environments, students generate a surplus of projects in different study units with some projects repurposed, however, a surplus of projects that are generated on every academic semester are rarely tapped into. This abundance of knowledge production is described as ‘cognitive surplus’ and tapping into it can maximise the value of these projects. Therefore, the proposed OER development model taps into the cognitive surplus of student-generated content, where instead of generating summaries and portfolios, students create learning resources based on the unit topics using content authoring software tools. In this model, teachers work as facilitators and co-creators, providing evaluation of learning resources in order to be published as OER. To engage students in generating learning resources for OER, the learning assessment approach was taken from assessing student projects on reproducing information to a new level where students engaged in structuring, designing, collecting and evaluating content for generating learning resources which was then shared online as OER. These activities maximised students’ responsibilities, because sharing work online motivated them to improve the quality of the learning content. To be able to design a new OER development model, there was a need to understand the characteristics of the learning environment, including students, teachers and the learning material. In addition, developing a pedagogically informed approach to adopt the OER development model in learning environments, which can help with improving students’ learning performance and advance the teaching practices through open educational practices (OEP), was also required.Therefore, to fulfil these requirements, this thesis elaborates on the literature review of the related areas of the OER development model and provides analysis of the emerging concepts and related theories. The thesis also presents and reflects on the stages of model development, refinements and evaluation over the lifetime of the study, and provides practical evidence on the potential sustainability of the model in real-life learning environments

Report of the Stanford Linked Data Workshop

The Stanford University Libraries and Academic Information Resources (SULAIR) with the Council on Library and Information Resources (CLIR) conducted at week-long workshop on the prospects for a large scale, multi-national, multi-institutional prototype of a Linked Data environment for discovery of and navigation among the rapidly, chaotically expanding array of academic information resources. As preparation for the workshop, CLIR sponsored a survey by Jerry Persons, Chief Information Architect emeritus of SULAIR that was published originally for workshop participants as background to the workshop and is now publicly available. The original intention of the workshop was to devise a plan for such a prototype. However, such was the diversity of knowledge, experience, and views of the potential of Linked Data approaches that the workshop participants turned to two more fundamental goals: building common understanding and enthusiasm on the one hand and identifying opportunities and challenges to be confronted in the preparation of the intended prototype and its operation on the other. In pursuit of those objectives, the workshop participants produced:1. a value statement addressing the question of why a Linked Data approach is worth prototyping;2. a manifesto for Linked Libraries (and Museums and Archives and …);3. an outline of the phases in a life cycle of Linked Data approaches;4. a prioritized list of known issues in generating, harvesting & using Linked Data;5. a workflow with notes for converting library bibliographic records and other academic metadata to URIs;6. examples of potential “killer apps” using Linked Data: and7. a list of next steps and potential projects.This report includes a summary of the workshop agenda, a chart showing the use of Linked Data in cultural heritage venues, and short biographies and statements from each of the participants

Virtuālās Realitātes mācīšanās taksonomija

Promocijas darbs tika izstrādāts izglītības zinātņu nozarē, vispārīgās pedagoģijas apakšnozarē Latvijas Universitātes Pedagoģijas, psiholoģijas un mākslas fakultātē, profesores, Dr. paed. Lindas Danielas vadībā. Darba apjoms ir 147 lpp., ieskaitot 30 attēlus un 16 tabulas, kā arī literatūras un avotu sarakstu ar 114 nosaukumiem. Darbam papildus pievienoti arī 2 pielikumi uz 21 lpp. Pētījuma mērķis ir informēt pedagogus un mācīšanas dizaina izstrādātājus, kā arī VR tehnoloģiju izstrādātājus, un potenciālos izglītojamos par VR mācīšanās principiem, tostarp, to sinerģijām un mijsakarībām, piedāvājot pamatotu teoriju virtuālās realitātes mācīšanās taksonomijai. Šī pētījuma nozīmīgākais devums ietver esošo, bet sadrumstaloto zināšanu apkopošanu un sistematizēšanu, pierādījumos balstītas teorētiskās bāzes izstrādi virtuālās realitātes mācīšanās taksonomijai, kā arī praktisku VR mācīšanas pieredžu dizaina un izvērtēšanas rīku izstrādiThe doctoral thesis by Lana Frančeska Dreimane titled “Taxonomy of Learning in Virtual Reality” was developed in the field of Education at the Faculty of Education, Psychology and Arts of the University of Latvia, under supervision of Dr. paed., professor Linda Daniela. The volume of the thesis is 147 pages, 30 figures and 16 tables in the main text, as well as list of bibliographic sources with 114 titles and 2 appendices. This research aims to inform educators and instructors, as well as VR technology developers and potential learners, about the alignment synergies and interconnections of VR learning principles by generating a substantive theory for the taxonomy of learning in Virtual Reality. The most important contribution of this inquiry is in systemising already existing but fragmented knowledge, and presenting evidence for theoretical basis for the taxonomy, as well as developing VR learning experience design and evaluation tools for practical applications

Learning to Diagnose with Simulations

This open access book presents 8 novel approaches to measure and improve diagnostic competences with simulation. The book compares the effects of interventions on these diagnostic competences in both teacher and medical education. It includes analyses showing that important aspects of diagnostic competences and effects of instructional interventions aiming to facilitate them are comparable for teachers and doctors. Through closely analyzing projects from medical education, mathematics education, biology education, and psychology, the reader is presented with multiple options for interventions that may be used in each of the subject areas and the improvements in diagnostic skills that could be expected from each simulation. The book concludes with an outline of promising future research on the use of simulations to facilitate professional competences in higher education in general, and for the advancement of diagnostic competencies in particular. This is an open access book