28,980 research outputs found
Interactive correction and recommendation for computer language learning and training
Active learning and training is a particularly effective form of education. In various domains, skills are equally important to knowledge. We present an automated learning and skills training system for a database programming environment that promotes procedural knowledge acquisition and skills training. The system provides meaningful, knowledge-level feedback such as correction of student solutions and personalised guidance through recommendations. Specifically, we address automated synchronous feedback and recommendations based on personalised performance assessment. At the core of the tutoring system is a pattern-based error classification and correction component that analyses student input in order to provide immediate feedback and in order to diagnose student weaknesses and suggest further study material. A syntax-driven approach based on grammars and syntax trees provides the solution for a semantic analysis technique. Syntax tree abstractions and comparison techniques based on equivalence rules and pattern matching are specific approaches
Intelligent and adaptive tutoring for active learning and training environments
Active learning facilitated through interactive and adaptive learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a Web-based e-learning environment that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. We propose knowledge-level interaction and adaptive feedback and guidance as central features. We discuss these features and evaluate the effectiveness of this Web-based environment, focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the approach, learning organisation and actual tool usage are aspects of behaviour that require different evaluation techniques to be used
Personalised correction, feedback, and guidance in an automated tutoring system for skills training
In addition to knowledge, in various domains skills are equally important. Active learning and training are effective forms of education. We present an automated skills training system for a database programming environment that promotes procedural knowledge acquisition
and skills training. The system provides support features such as correction of solutions, feedback and personalised guidance, similar to interactions with a human tutor. Specifically, we address synchronous feedback and guidance based on personalised assessment. Each of these features is automated and includes a level of personalisation and adaptation. At the core of the system is a pattern-based error classification and correction component that analyses
student input
Empowering Active Learning to Jointly Optimize System and User Demands
Existing approaches to active learning maximize the system performance by
sampling unlabeled instances for annotation that yield the most efficient
training. However, when active learning is integrated with an end-user
application, this can lead to frustration for participating users, as they
spend time labeling instances that they would not otherwise be interested in
reading. In this paper, we propose a new active learning approach that jointly
optimizes the seemingly counteracting objectives of the active learning system
(training efficiently) and the user (receiving useful instances). We study our
approach in an educational application, which particularly benefits from this
technique as the system needs to rapidly learn to predict the appropriateness
of an exercise to a particular user, while the users should receive only
exercises that match their skills. We evaluate multiple learning strategies and
user types with data from real users and find that our joint approach better
satisfies both objectives when alternative methods lead to many unsuitable
exercises for end users.Comment: To appear as a long paper in Proceedings of the 58th Annual Meeting
of the Association for Computational Linguistics (ACL 2020). Download our
code and simulated user models at github:
https://github.com/UKPLab/acl2020-empowering-active-learnin
Recommended from our members
Mobile Learning Revolution: Implications for Language Pedagogy
Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. âMobile pedagogyâ may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learned and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers
- âŠ