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

Design and Development of an Intelligent Tutoring System for C# Language

Learning programming is thought to be troublesome. One doable reason why students don’t do well in programming is expounded to the very fact that traditional way of learning within the lecture hall adds more stress on students in understanding the Material rather than applying the Material to a true application. For a few students, this teaching model might not catch their interest. As a result, they'll not offer their best effort to grasp the Material given. Seeing however the information is applied to real issues will increase student interest in learning. As a consequence, this may increase their effort to be taught. In the current paper, we try to help students learn C# programming language using Intelligent Tutoring System. This ITS was developed using ITSB authoring tool to be able to help the student learn programming efficiently and make the learning procedure very pleasing. A knowledge base using ITSB authoring tool style was used to represent the student's work and to give customized feedback and support to students

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

Contemporary database topics:learning by teaching

Passive learning is generally believed to be ineffectual in that it leads to a generally impoverished student experience manifested by poor attendance, engagement and motivation alike. A shift towards a more pro-active learning experience was therefore the main motivator for the proposed method outlined in this paper. The method adopted was applied to a single module for a cohort of postgraduate, mainly international students. In our method, each student is charged with delivering a specialist database topic as part of an allocated group. They self-organise their group into two sub-groups for lecture and tutorial delivery respectively. Staff support the process by delivering the teaching in the first half of the module. The second, student-led phase is staff-supported using preparatory meetings to discuss content and presentation issues prior to delivery. Feedback overall indicates that the method is effective, particularly in confidence building. We believe that the latter more than compensates for the one or two concerns raised about the quality of information being received. We conclude by discussing a number of changes based on two years’ experience and student feedback

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

Automated tutoring for a database skills training environment

Universities are increasingly offering courses online. Feedback, assessment, and guidance are important features of this online courseware. Together, in the absence of a human tutor, they aid the student in the learning process. We present a programming training environment for a database course. It aims to offer a substitute for classroom based learning by providing synchronous automated feedback to the student, along with guidance based on a personalized assessment. The automated tutoring system should promote procedural knowledge acquisition and skills training. An automated tutoring feature is an integral part of this tutoring system

Large-Scale Deployment of Three Intelligent Web-Based Database Tutors

We present our experiences with DatabasePlace, a Web portal aimed at university-level students enrolled in database courses. The portal was established by Addison-Wesley in January 2003. Besides presenting information about the textbooks, the portal also provides additional domain information, online quizzes and three Intelligent Tutoring Systems developed by the Intelligent Computer Tutoring Group (ICTG). We briefly present the three systems, and then discuss our experiences. We also compare the DatabasePlace students to our local students using the three ITSs

Towards an Intelligent Tutor for Mathematical Proofs

Computer-supported learning is an increasingly important form of study since it allows for independent learning and individualized instruction. In this paper, we discuss a novel approach to developing an intelligent tutoring system for teaching textbook-style mathematical proofs. We characterize the particularities of the domain and discuss common ITS design models. Our approach is motivated by phenomena found in a corpus of tutorial dialogs that were collected in a Wizard-of-Oz experiment. We show how an intelligent tutor for textbook-style mathematical proofs can be built on top of an adapted assertion-level proof assistant by reusing representations and proof search strategies originally developed for automated and interactive theorem proving. The resulting prototype was successfully evaluated on a corpus of tutorial dialogs and yields good results.Comment: In Proceedings THedu'11, arXiv:1202.453

Using patterns in the automatic marking of ER-Diagrams

This paper illustrates how the notion of pattern can be used in the automatic analysis and synthesis of diagrams, applied particularly to the automatic marking of ER-diagrams. The paper describes how diagram patterns fit into a general framework for diagram interpretation and provides examples of how patterns can be exploited in other fields. Diagram patterns are defined and specified within the area of ER-diagrams. The paper also shows how patterns are being exploited in a revision tool for understanding ER-diagrams

Experiments in the automatic marking of ER-Diagrams

In this paper we present an approach to the computer understanding of diagrams and show how it can be successfully applied to the automatic marking (grading) of student attempts at drawing entity-relationship (ER) diagrams. The automatic marker has been incorporated into a revision tool to enable students to practice diagramming and obtain feedback on their attempts