Engineering Agent Systems for Decision Support

This paper discusses how agent technology can be applied to the design of advanced Information Systems for Decision Support. In particular, it describes the different steps and models that are necessary to engineer Decision Support Systems based on a multiagent architecture. The approach is illustrated by a case study in the traffic management domain

Performance-Based Specifications: Exploring When They Work and Why

There is extensive research and attention on innovation and sustainable public procurement (SPP) in the European Union at present, with the 2014 revision of the Procurement Directives, the Innovation Union strategy and other European Union policy initiatives. This report seeks to contribute to this discussion through the investigation of the use of performance based specifications (PBSs) in public procurement in the European Union and the United States. The report outlines the benefits and limitations of the use of PBSs, even in the most "progressive" public procurement environments, such as the Netherlands, particularly around their ability to support sustainable development goals and deliver environmental benefits for a procuring authority, such as energy and resource efficiency. Additionally, this report aims to identify the sectors in which the enabling conditions for the successful use of PBSs in public procurement are in place and to understand what policies and regulations are needed to promote the use of PBSs in public tenders and public procurement framework agreements

Collaborating on Referring Expressions

This paper presents a computational model of how conversational participants collaborate in order to make a referring action successful. The model is based on the view of language as goal-directed behavior. We propose that the content of a referring expression can be accounted for by the planning paradigm. Not only does this approach allow the processes of building referring expressions and identifying their referents to be captured by plan construction and plan inference, it also allows us to account for how participants clarify a referring expression by using meta-actions that reason about and manipulate the plan derivation that corresponds to the referring expression. To account for how clarification goals arise and how inferred clarification plans affect the agent, we propose that the agents are in a certain state of mind, and that this state includes an intention to achieve the goal of referring and a plan that the agents are currently considering. It is this mental state that sanctions the adoption of goals and the acceptance of inferred plans, and so acts as a link between understanding and generation.Comment: 32 pages, 2 figures, to appear in Computation Linguistics 21-

Supporting Constructive Learning with a Feedback Planner

A promising approach to constructing more effective computer tutors is implementing tutorial strategies that extend over multiple turns. This means that computer tutors must deal with (1) failure, (2) interruptions, (3) the need to revise their tactics, and (4) basic dialogue phenomena such as acknowledgment. To deal with these issues, we need to combine ITS technology with advances from robotics and computational linguistics. We can use reactive planning techniques from robotics to allow us to modify tutorial plans, adapting them to student input. Computational linguistics will give us guidance in handling communication management as well as building a reusable architecture for tutorial dialogue systems. A modular and reusable architecture is critical given the difficulty in constructing tutorial dialogue systems and the many domains to which we would like to apply them. In this paper, we propose such an architecture and discuss how a reactive planner in the context of this architecture can implement multi-turn tutorial strategies

Modelling Users, Intentions, and Structure in Spoken Dialog

We outline how utterances in dialogs can be interpreted using a partial first order logic. We exploit the capability of this logic to talk about the truth status of formulae to define a notion of coherence between utterances and explain how this coherence relation can serve for the construction of AND/OR trees that represent the segmentation of the dialog. In a BDI model we formalize basic assumptions about dialog and cooperative behaviour of participants. These assumptions provide a basis for inferring speech acts from coherence relations between utterances and attitudes of dialog participants. Speech acts prove to be useful for determining dialog segments defined on the notion of completing expectations of dialog participants. Finally, we sketch how explicit segmentation signalled by cue phrases and performatives is covered by our dialog model.Comment: 17 page

THE "POWER" OF TEXT PRODUCTION ACTIVITY IN COLLABORATIVE MODELING : NINE RECOMMENDATIONS TO MAKE A COMPUTER SUPPORTED SITUATION WORK

Language is not a direct translation of a speaker’s or writer’s knowledge or intentions. Various complex processes and strategies are involved in serving the needs of the audience: planning the message, describing some features of a model and not others, organizing an argument, adapting to the knowledge of the reader, meeting linguistic constraints, etc. As a consequence, when communicating about a model, or about knowledge, there is a complex interaction between knowledge and language. In this contribution, we address the question of the role of language in modeling, in the specific case of collaboration over a distance, via electronic exchange of written textual information. What are the problems/dimensions a language user has to deal with when communicating a (mental) model? What is the relationship between the nature of the knowledge to be communicated and linguistic production? What is the relationship between representations and produced text? In what sense can interactive learning systems serve as mediators or as obstacles to these processes

An inquiry based instructional planning model that accommodates student diversity

The students in today’s public school classrooms represent great diversity and the struggle of teachers to teach all their students well. This paper describes an inquiry based instructional planning model that reflects lessons from the literature on effective teaching for diverse classrooms. An example of a high school lesson exemplifies the model. The model includes a framework for planning supports for students with extraordinary learning challenges