Tecnologias do conhecimento de engenharia para processos de aprendizagem

De um modo geral, os sistemas de aprendiza- gem sofrem com a falta de um projeto didático de design explícito e adaptável. Considerando serem os sistemas de e-learning digitais, pela sua própria natureza, a sua apre- sentação levanta a questão da modelagem do projeto didá- tico de forma a implicar a possibilidade de aplicar técnicas de IA. Uma abordagem de modelagem apresentada ante- riormente chamada storyboarding constitui-se no palco de aplicação do conhecimento de tecnologias de engenharia, para verificar e validar a didática nos processos de aprendi- zagem. Além disso, a didática pode ser refinada de acordo com as deficiências reveladas e a excelência comprovada. Os padrões didáticos bem sucedidos podem ser explorados mediante a aplicação de técnicas de coleta mining para as várias formas utilizadas pelos alunos no storyboard e os níveis de sucesso a eles associados

Artificial Intelligence (AI), Operations Research (OR), and Decision Support Systems (DSS): A conceptual framework

In recent years there has been increasing interest in applying the computer based problem solving techniques of Artificial Intelligence (AI), Operations Research (OR), and Decision Support Systems (DSS) to analyze extremely complex problems. A conceptual framework is developed for successfully integrating these three techniques. First, the fields of AI, OR, and DSS are defined and the relationships among the three fields are explored. Next, a comprehensive adaptive design methodology for AI and OR modeling within the context of a DSS is described. These observations are made: (1) the solution of extremely complex knowledge problems with ill-defined, changing requirements can benefit greatly from the use of the adaptive design process, (2) the field of DSS provides the focus on the decision making process essential for tailoring solutions to these complex problems, (3) the characteristics of AI, OR, and DSS tools appears to be converging rapidly, and (4) there is a growing need for an interdisciplinary AI/OR/DSS education

Toward Making Didactics a Subject of Knowledge Engineering

Learning systems suffer from a lack of an explicit and adaptable didactic design. A way to overcome such deficiencies is (semi-) formally representing the didactic design. A modeling approach, storyboarding, is outlined here. Storyboarding is setting the stage to apply Knowledge Engineering Technologies to verify, validate the didactics behind a learning process. As a vision, didactics can be refined according to revealed weaknesses and proven excellence. Furthermore, suc-cessful didactic patterns can be inductively inferred by analyzing the particular knowledge processing and its alleged contribution to learning success

Toward making didactics a subject of knowledge engineering

Learning systems suffer from a lack of an explicit and adaptable didactic design. A way to overcome such deficiencies is (semi-) formally representing the didactic design. A modeling approach, storyboarding, is outlined here. Storyboarding is setting the stage to apply Knowledge Engineering Technologies to verify, validate the didactics behind a learning process. As a vision, didactics can be refined according to revealed weaknesses and proven excellence. Furthermore, suc-cessful didactic patterns can be inductively inferred by analyzing the particular knowledge processing and its alleged contribution to learning success

Dealing with abstraction: Case study generalisation as a method for eliciting design patterns

Developing a pattern language is a non-trivial problem. A critical requirement is a method to support pattern writers with abstraction, so as they can produce generalised patterns. In this paper, we address this issue by developing a structured process of generalisation. It is important that this process is initiated through engaging participants in identifying initial patterns, i.e. directly dealing with the 'cold-start' problem. We have found that short case study descriptions provide a productive 'way into' the process for participants. We reflect on a 1-year interdisciplinary pan-European research project involving the development of almost 30 cases and over 150 patterns. We provide example cases, detailing the process by which their associated patterns emerged. This was based on a foundation for generalisation from cases with common attributes. We discuss the merits of this approach and its implications for pattern development

A PROPOSED CHARACTER ANIMATION WORKFLOW FOR DIGITAL PRODUCTION ARTS WITH PREPARATION FOR CLOTH DYNAMICS

In a fast-paced production studio, procedures and standard operating practices have been created to ensure maximum use of resources, while being flexible enough to account for problems that might arise. For the animation section of the pipeline, it is imperative to produce animation in a timely manner so that the other sections of the pipeline that are dependent on animation can begin at an appropriate time. Using \u27Mileena Malign\u27 and \u27SpaceCat\u27 as case studies, a possible workflow for computer animation--specifically as it pertains to preparation for cloth dynamics--is developed, with highlights on the advantages and challenges encountered. This thesis presents a method for efficiently and effectively creating animation within a multi-tiered CG production pipeline

Visualizing Historical Book Trade Data: An Iterative Design Study with Close Collaboration with Domain Experts

The circulation of historical books has always been an area of interest for historians. However, the data used to represent the journey of a book across different places and times can be difficult for domain experts to digest due to buried geographical and chronological features within text-based presentations. This situation provides an opportunity for collaboration between visualization researchers and historians. This paper describes a design study where a variant of the Nine-Stage Framework was employed to develop a Visual Analytics (VA) tool called DanteExploreVis. This tool was designed to aid domain experts in exploring, explaining, and presenting book trade data from multiple perspectives. We discuss the design choices made and how each panel in the interface meets the domain requirements. We also present the results of a qualitative evaluation conducted with domain experts. The main contributions of this paper include: 1) the development of a VA tool to support domain experts in exploring, explaining, and presenting book trade data; 2) a comprehensive documentation of the iterative design, development, and evaluation process following the variant Nine-Stage Framework; 3) a summary of the insights gained and lessons learned from this design study in the context of the humanities field; and 4) reflections on how our approach could be applied in a more generalizable way

Applying HCI Design Practices to the Development of the BrainEx User-Interface to Facilitate fNIRS Research

This project aims to develop a user-interface for BrainEx using HCI practices to enable fNIRS researchers to explore and analyze large datasets. The target users were identified through interviews with lab staff and developing user personas. Through iterative design, prototypes of increasing complexity and detail were designed, evaluated, and refined to satisfy user needs while fulfilling system requirements. The final application encompasses a user-friendly and tested interface that accomplishes the tool\u27s most essential functionality

Towards automatic construction of adaptable courseware storyboards

In last twenty years, researchers have conducted intensive research in the area of principal models, software architectures and practical system development of adaptive e-learning platforms. Brains are fascinated by great opportunities for radical improvement of the teaching process by means of applying adaptability at different levels. There are two general issues of adaptive e-learning – enabling different educational content delivered to different individuals or groups and, as well, differently formed sequencing and presentation of that content delivery. This paper presents two approaches for creating and delivering training courses adaptable to learners with different learning styles. The first one is implemented within a platform for building edutainment (education plus entertainment) services called ADOPTA (ADaptive technOlogy-enhanced Platform for eduTAinment). By means of ADOPTA, e-learning courses can be created manually by an instructor as directed storyboard graphs. Another feasible approach is to generate them automatically on-the-fly by the adaptive engine. The article discusses advantages and drawbacks of these two approaches for adaptive e-learning course constructio

Making intelligent systems team players: Overview for designers

This report is a guide and companion to the NASA Technical Memorandum 104738, 'Making Intelligent Systems Team Players,' Volumes 1 and 2. The first two volumes of this Technical Memorandum provide comprehensive guidance to designers of intelligent systems for real-time fault management of space systems, with the objective of achieving more effective human interaction. This report provides an analysis of the material discussed in the Technical Memorandum. It clarifies what it means for an intelligent system to be a team player, and how such systems are designed. It identifies significant intelligent system design problems and their impacts on reliability and usability. Where common design practice is not effective in solving these problems, we make recommendations for these situations. In this report, we summarize the main points in the Technical Memorandum and identify where to look for further information