Using a simulated student to repair difficulties in collaborative learning

We describe the use of a simulated student in a synchronous but distributed collaborative learning environment in the domain of programming. The role of the simulated student is to detect and repair difficulties in collaborative learning amongst the human students, for example when a human student is too passive or when the students start chatting about off-topic conversations. The simulated student intervenes by posting messages in the shared "chat" window, just like the human students and was believed to be another human student by them. The paper describes the rules by which the simulated student operates and briefly outlines an evaluation of the system with university first year programming students. The system proved to be successful both in detecting a range of difficulties and in intervening effectively

Neuro-fuzzy knowledge processing in intelligent learning environments for improved student diagnosis

In this paper, a neural network implementation for a fuzzy logic-based model of the diagnostic process is proposed as a means to achieve accurate student diagnosis and updates of the student model in Intelligent Learning Environments. The neuro-fuzzy synergy allows the diagnostic model to some extent "imitate" teachers in diagnosing students' characteristics, and equips the intelligent learning environment with reasoning capabilities that can be further used to drive pedagogical decisions depending on the student learning style. The neuro-fuzzy implementation helps to encode both structured and non-structured teachers' knowledge: when teachers' reasoning is available and well defined, it can be encoded in the form of fuzzy rules; when teachers' reasoning is not well defined but is available through practical examples illustrating their experience, then the networks can be trained to represent this experience. The proposed approach has been tested in diagnosing aspects of student's learning style in a discovery-learning environment that aims to help students to construct the concepts of vectors in physics and mathematics. The diagnosis outcomes of the model have been compared against the recommendations of a group of five experienced teachers, and the results produced by two alternative soft computing methods. The results of our pilot study show that the neuro-fuzzy model successfully manages the inherent uncertainty of the diagnostic process; especially for marginal cases, i.e. where it is very difficult, even for human tutors, to diagnose and accurately evaluate students by directly synthesizing subjective and, some times, conflicting judgments

Modelling human teaching tactics and strategies for tutoring systems

One of the promises of ITSs and ILEs is that they will teach and assist learning in an intelligent manner. Historically this has tended to mean concentrating on the interface, on the representation of the domain and on the representation of the student’s knowledge. So systems have attempted to provide students with reifications both of what is to be learned and of the learning process, as well as optimally sequencing and adjusting activities, problems and feedback to best help them learn that domain. We now have embodied (and disembodied) teaching agents and computer-based peers, and the field demonstrates a much greater interest in metacognition and in collaborative activities and tools to support that collaboration. Nevertheless the issue of the teaching competence of ITSs and ILEs is still important, as well as the more specific question as to whether systems can and should mimic human teachers. Indeed increasing interest in embodied agents has thrown the spotlight back on how such agents should behave with respect to learners. In the mid 1980s Ohlsson and others offered critiques of ITSs and ILEs in terms of the limited range and adaptability of their teaching actions as compared to the wealth of tactics and strategies employed by human expert teachers. So are we in any better position in modelling teaching than we were in the 80s? Are these criticisms still as valid today as they were then? This paper reviews progress in understanding certain aspects of human expert teaching and in developing tutoring systems that implement those human teaching strategies and tactics. It concentrates particularly on how systems have dealt with student answers and how they have dealt with motivational issues, referring particularly to work carried out at Sussex: for example, on responding effectively to the student’s motivational state, on contingent and Vygotskian inspired teaching strategies and on the plausibility problem. This latter is concerned with whether tactics that are effectively applied by human teachers can be as effective when embodied in machine teachers

Be bold and take a challenge: could motivational strategies improve help-seeking?

Part of the motivation behind the evolution of learning environments is the idea of providing students with individualized instructional strategies that allow them to learn as much as possible. It has been suggested that the goals an individual holds create a framework or orientation from which they react and respond to events. There is a large evidence-based literature which supports the notion of mastery and performance approaches to learning and which identifies distinct behavioural patterns associated with each. However, it remains unclear how these orientations manifest themselves within the individual: an important question to address when applying goal theory to the development of a goal-sensitive learner model. This paper exposes some of these issues by describing two empirical studies. They approach the subject from different perspectives, one from the implementation of an affective computing system and the other a classroom-based study, have both encountered the same empirical and theoretical problems: the dispositional/situational aspect and the dimensionality of goal orientation

Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

Layered evaluation of interactive adaptive systems : framework and formative methods

Peer reviewedPostprin

SANTO: Social Aerial NavigaTion in Outdoors

In recent years, the advances in remote connectivity, miniaturization of electronic components and computing power has led to the integration of these technologies in daily devices like cars or aerial vehicles. From these, a consumer-grade option that has gained popularity are the drones or unmanned aerial vehicles, namely quadrotors. Although until recently they have not been used for commercial applications, their inherent potential for a number of tasks where small and intelligent devices are needed is huge. However, although the integrated hardware has advanced exponentially, the refinement of software used for these applications has not beet yet exploited enough. Recently, this shift is visible in the improvement of common tasks in the field of robotics, such as object tracking or autonomous navigation. Moreover, these challenges can become bigger when taking into account the dynamic nature of the real world, where the insight about the current environment is constantly changing. These settings are considered in the improvement of robot-human interaction, where the potential use of these devices is clear, and algorithms are being developed to improve this situation. By the use of the latest advances in artificial intelligence, the human brain behavior is simulated by the so-called neural networks, in such a way that computing system performs as similar as possible as the human behavior. To this end, the system does learn by error which, in an akin way to the human learning, requires a set of previous experiences quite considerable, in order for the algorithm to retain the manners. Applying these technologies to robot-human interaction do narrow the gap. Even so, from a bird's eye, a noticeable time slot used for the application of these technologies is required for the curation of a high-quality dataset, in order to ensure that the learning process is optimal and no wrong actions are retained. Therefore, it is essential to have a development platform in place to ensure these principles are enforced throughout the whole process of creation and optimization of the algorithm. In this work, multiple already-existing handicaps found in pipelines of this computational gauge are exposed, approaching each of them in a independent and simple manner, in such a way that the solutions proposed can be leveraged by the maximum number of workflows. On one side, this project concentrates on reducing the number of bugs introduced by flawed data, as to help the researchers to focus on developing more sophisticated models. On the other side, the shortage of integrated development systems for this kind of pipelines is envisaged, and with special care those using simulated or controlled environments, with the goal of easing the continuous iteration of these pipelines.Thanks to the increasing popularity of drones, the research and development of autonomous capibilities has become easier. However, due to the challenge of integrating multiple technologies, the available software stack to engage this task is restricted. In this thesis, we accent the divergencies among unmanned-aerial-vehicle simulators and propose a platform to allow faster and in-depth prototyping of machine learning algorithms for this drones

Does interactivity require multimedia? The case of SAKI

SAKI is a self‐adaptive touch‐typing tutor with a pedigree dating back to the mid‐1950s. Even in its most recent form it eschews the temptation to present itself with the trimmings now commonly associated with microcomputer products. This paper argues that while the absence of such features may be a limiting factor in the commercial success of the program, SAKI is nevertheless a prime example of the way in which a computer can successfully react to and interact with a user, and indeed one which would actually lose educational value if it were to undergo an interface‐lift