ITSB: An Intelligent Tutoring System Authoring Tool

Abstract. Intelligent Tutoring System Builder (ITSB) is an authoring tool designed and developed to aid teachers in constructing intelligent tutoring systems in a multidisciplinary fields. The teacher is needed to create a set of pedagogical fundamentals, which, in line, are inured to automatically build up a broad tutor framework and construct an intelligent tutoring system. In this paper an explanation of the theory and the architecture of the tool is outlined. A presentation of several system components, the requirements of the different components, integration of these components in ITSB tool are shown. Furthermore, implanting of requirements, cognitive principle, and common design fundamentals in the tool to ease the use of teachers. A variety of design matters, an example of building an intelligent tutoring system for teaching Java language using ITSB tool and an evaluation are presented

An Intelligent Tutoring System for Teaching Grammar English Tenses

The evolution of Intelligent Tutoring System (ITS) is the result of the amount of research in the field of education and artificial intelligence in recent years. English is the third most common languages in the world and also is the internationally dominant in the telecommunications, science and trade, aviation, entertainment, radio and diplomatic language as most of the areas of work now taught in English. Therefore, the demand for learning English has increased. In this paper, we describe the design of an Intelligent Tutoring System for teaching English language grammar to help students learn English grammar easily and smoothly. The system provides all topics of English grammar and generates a series of questions automatically for each topic for the students to solve. The system adapts with all the individual differences of students and begins gradually with students from easier to harder level. The intelligent tutoring system was given to a group of students of all age groups to try it and to see the impact of the system on students. The results showed a good satisfaction of the students toward the system

Mudslide: A Spatially Anchored Census of Student Confusion for Online Lecture Videos

Educators have developed an effective technique to get feedback after in-person lectures, called "muddy card." Students are given time to reflect and write the "muddiest" (least clear) point on an index card, to hand in as they leave class. This practice of assigning end-of-lecture reflection tasks to generate explicit student feedback is well suited for adaptation to the challenge of supporting feedback in online video lectures. We describe the design and evaluation of Mudslide, a prototype system that translates the practice of muddy cards into the realm of online lecture videos. Based on an in-lab study of students and teachers, we find that spatially contextualizing students' muddy point feedback with respect to particular lecture slides is advantageous to both students and teachers. We also reflect on further opportunities for enhancing this feedback method based on teachers' and students' experiences with our prototype.Comment: Best paper honorable mentio

Initial teacher education and the New Zealand curriculum.

New Zealand teacher educators are faced with the challenge of how to prepare their student teachers to become beginning teachers who are able to base their teaching upon the national curriculum. To meet this challenge, designers of initial teacher education (ITE) programmes need to consider the interface between ITE curriculum and the legislated curriculum for schools. This paper looks at some of the historical influences upon the curriculum in both initial teacher education and schools by examining wider contextual influences. We point out that in ITE there has been an ongoing search for the most appropriate knowledge base for teaching, a search that is made problematic due to differing views of knowledge, teaching and learning We argue that in spite of these differences, there is benefit in an ITE curriculum that has a close relationship with the school curriculum in terms of what is learned and the teaching and learning approaches. New Zealand has a revised national curriculum for schools (Ministry of Education, 2007) that schools are expected to implement from 2010. In preparing student teachers to become beginning teachers, ITE providers are in a phase of designing learning experiences that link ITE curriculum and school curriculum. This process is problematic, for there are various internal and external pressures that lead to a crowded ITE curriculum and challenge ITE autonomy and innovation in curriculum decision-making

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

A vignette model for distributed teaching and learning

Computer software and telecommunication technologies are being assimilated into the education sector. At a slower pace, educational methodologies have been evolving and gradually adopted by educators. The widespread and rapid assimilation of technology may be outstripping the uptake of better pedagogical strategies. Non‐pedagogical development of content could lead to the development of legacy systems that constrain future developments. Problems have arisen with computer‐based learning (CBL) materials, such as the lack of uptake of monolithic programmes that cannot be easily changed to keep pace with natural progress or the different requirements of different teachers and institutions. Also, hypertext/hypermedia learning environments have limitations in that following predefined paths is no more interactive than page turning. These considerations require a flexible and dynamic approach for the benefit of both the teacher and student. Courses may be constructed from vignettes to meet a desired purpose and to avoid the problems of adoption for the reasons that programmes cannot easily be changed or are not designed to meet particular needs. Vignettes are small, first‐principle, first‐person, heuristic activities (which are mimetic) from which courses can be constructed Vignettes use an object‐orientated approach to the development of computer‐based learning materials. Vignettes are objects that can be manipulated via a property sheet, which enables changing the object's inherent character or behaviour. A vignette object can interact with other vignette objects to create more complex educational interactions or models. The vignette approach leads to a development concept that is horizontally distributed across disciplines rather than vertically limited to single subjects

QuestionBuddy – A collaborative question search and play portal.

Generally itembanks are inaccessible to students. Current use of itembanks focus on the teacher as having responsibility to organise questions (place them in pools, associate them with course content) and make them available/deliver them to students. This limits students to the teachers perspective and to the questions that the teacher has made available. As the practice of itembanking increases it may be appropriate to encourage students to use questions from pools not directly prepared by their teacher. A mechanism for searching across itembanks and sharing recommendations with peers would be of help in facilitating this. We describe QuestionBuddy, a collaborative filter based question portal for students, built to study student usage of, and attitudes to, such a system

What is the problem to which interactive multimedia is the solution?

This is something of an unusual paper. It serves as both the reason for and the result of a small number of leading academics in the field, coming together to focus on the question that serves as the title to this paper: What is the problem to which interactive multimedia is the solution? Each of the authors addresses this question from their own viewpoint, offering informed insights into the development, implementation and evaluation of multimedia. The result of their collective work was also the focus of a Western Australian Institute of Educational Research seminar, convened at Edith Cowan University on 18 October, 1994. The question posed is deliberately rhetorical - it is asked to allow those represented here to consider what they think are the significant issues in the fast-growing field of multimedia. More directly, the question is also asked here because nobody else has considered it worth asking: for many multimedia is done because it is technically possible, not because it offers anything that is of value or provides the solution to a particular problem. The question, then, is answered in various ways by each of the authors involved and each, in their own way, consider a range of fundamental issues concerning the nature, place and use of multimedia - both in education and in society generally. By way of an introduction, the following provides a unifying context for the various contributions made here

ITS Teaching ASP Dot Net

Abstract: ASP dot net is one of the most widely used languages in web developing of its many advantages, so there are many lessons that explain its basics, so it should be an intelligent tutoring system that offers lessons and exercises for this language.why tutoring system? Simply because it is one-one teacher, adapts with all the individual differences of students, begins gradually with students from easier to harder level, save time for teacher and student, the student is not ashamed to make mistakes, and more. Therefore, in this paper, we describe the design of an Intelligent Tutoring System for teaching ASP dot net to help students learn ASP dot net easily and smoothly. Tutor provides beginner level in ASP dot net. Finally, we evaluated our tutor and the results were excellent by students and teacher