ITS for teaching DES information security Algorithm

Lately there is more attention paid to technological development in intelligent tutoring systems. This field is becoming an interesting topic to many researchers. In this paper, we are presenting an intelligent tutoring system for teaching DES Information Security Algorithm called DES-Tutor. The DES-Tutor target the students enrolled in cryptography course in the department Information Technology in Al-Azhar University in Gaza. Through DES-Tutor the student will be able to study course material and try the exercises of each lesson. An evaluation of the DES-Tutor was carried out and the results were promising

CT-DQN: Control-Tutored Deep Reinforcement Learning

One of the major challenges in Deep Reinforcement Learning for control is the need for extensive training to learn the policy. Motivated by this, we present the design of the Control-Tutored Deep Q-Networks (CT-DQN) algorithm, a Deep Reinforcement Learning algorithm that leverages a control tutor, i.e., an exogenous control law, to reduce learning time. The tutor can be designed using an approximate model of the system, without any assumption about the knowledge of the system’s dynamics. There is no expectation that it will be able to achieve the control objective if used stand-alone. During learning, the tutor occasionally suggests an action, thus partially guiding exploration. We validate our approach on three scenarios from OpenAI Gym: the inverted pendulum, lunar lander, and car racing. We demonstrate that CT-DQN is able to achieve better or equivalent data efficiency with respect to the classic function approximation solutions

Grover’s algorithm on the IBM quantum computers

Treballs Finals de Grau de Física, Facultat de Física, Universitat de Barcelona, Curs: 2021, Tutor: Bruno Juliá DíazWe present a detailed study of Grover’s search algorithm including its mathematical foundations. We implement the algorithm in IBMs framework using Qiskit and perfom both simula-tions and actual runs on IBM quantum computers for single and multi-target problems. Afterwards, we use the algorithm to solve a variant of the N-queen problem treated as a satisfability proble

Computational Models of Tutor Feedback in Language Acquisition

This paper investigates the role of tutor feedback in language learning using computational models. We compare two dominant paradigms in language learning: interactive learning and cross-situational learning - which differ primarily in the role of social feedback such as gaze or pointing. We analyze the relationship between these two paradigms and propose a new mixed paradigm that combines the two paradigms and allows to test algorithms in experiments that combine no feedback and social feedback. To deal with mixed feedback experiments, we develop new algorithms and show how they perform with respect to traditional knn and prototype approaches.Comment: 6 pages, 8 figures, Seventh Joint IEEE International Conference on Development and Learning and on Epigenetic Robotic

Improving a tutor’s feedback assessment tool: transforming Open Mentor following two recent deployments

Evidence shows the vital role that the quality of feedback plays on students’ performance and on the overall increase of learning opportunities that good feedback creates for students. Based on this evidence, the Open University developed Open Mentor (OM), a system to support tutors enhance their feedback practice. Open Mentor Technology transfer (OMTetra), a JISC funded project, took OM and deployed it in two Higher Education institutions with the purpose of evaluating the process of transferability and continue the development of the tools available to tutors within the system. This paper describes the original OM and the enhancements identified after use and evaluations from tutors of the institutions involved

Automata Tutor v3

Computer science class enrollments have rapidly risen in the past decade. With current class sizes, standard approaches to grading and providing personalized feedback are no longer possible and new techniques become both feasible and necessary. In this paper, we present the third version of Automata Tutor, a tool for helping teachers and students in large courses on automata and formal languages. The second version of Automata Tutor supported automatic grading and feedback for finite-automata constructions and has already been used by thousands of users in dozens of countries. This new version of Automata Tutor supports automated grading and feedback generation for a greatly extended variety of new problems, including problems that ask students to create regular expressions, context-free grammars, pushdown automata and Turing machines corresponding to a given description, and problems about converting between equivalent models - e.g., from regular expressions to nondeterministic finite automata. Moreover, for several problems, this new version also enables teachers and students to automatically generate new problem instances. We also present the results of a survey run on a class of 950 students, which shows very positive results about the usability and usefulness of the tool

Study of Shor's factoring algorithm using IBMs quantum computers

Treballs Finals de Grau de Física, Facultat de Física, Universitat de Barcelona, Curs: 2021, Tutor: Bruno Juliá DíazWe study Shor’s algorithm for number factorization using quantum systems. The fundamental parts of this algorithm, quantum Fourier transform and phase estimation, are presented in this work. To gain insight into the key elements of the algorithm we have first implemented it using classical techniques. Afterwards, we have implemented the quantum version using IBMs qiskit language. We have tested the performance of the algorithm both on a simulator and on real quantum computers for a case study of factoring N = 1

Tensor networks for image compression

Treballs Finals de Grau de Física, Facultat de Física, Universitat de Barcelona, Curs: 2016, Tutor: José I. LatorreTensor Network methods are utilized in the development of an image compression algorithm. Visual information is represented via a Matrix Product State that undergoes a truncation process. Performance is compared with JPE

Using dialogue to learn math in the LeActiveMath project

We describe a tutorial dialogue system under development that assists students in learning how to differentiate equations. The system uses deep natural language understanding and generation to both interpret students ’ utterances and automatically generate a response that is both mathematically correct and adapted pedagogically and linguistically to the local dialogue context. A domain reasoner provides the necessary knowledge about how students should approach math problems as well as their (in)correctness, while a dialogue manager directs pedagogical strategies and keeps track of what needs to be done to keep the dialogue moving along.

Teaching programming at a distance: the Internet software visualization laboratory

This paper describes recent developments in our approach to teaching computer programming in the context of a part-time Masters course taught at a distance. Within our course, students are sent a pack which contains integrated text, software and video course material, using a uniform graphical representation to tell a consistent story of how the programming language works. The students communicate with their tutors over the phone and through surface mail. Through our empirical studies and experience teaching the course we have identified four current problems: (i) students' difficulty mapping between the graphical representations used in the course and the programs to which they relate, (ii) the lack of a conversational context for tutor help provided over the telephone, (iii) helping students who due to their other commitments tend to study at 'unsociable' hours, and (iv) providing software for the constantly changing and expanding range of platforms and operating systems used by students. We hope to alleviate these problems through our Internet Software Visualization Laboratory (ISVL), which supports individual exploration, and both synchronous and asynchronous communication. As a single user, students are aided by the extra mappings provided between the graphical representations used in the course and their computer programs, overcoming the problems of the original notation. ISVL can also be used as a synchronous communication medium whereby one of the users (generally the tutor) can provide an annotated demonstration of a program and its execution, a far richer alternative to technical discussions over the telephone. Finally, ISVL can be used to support asynchronous communication, helping students who work at unsociable hours by allowing the tutor to prepare short educational movies for them to view when convenient. The ISVL environment runs on a conventional web browser and is therefore platform independent, has modest hardware and bandwidth requirements, and is easy to distribute and maintain. Our planned experiments with ISVL will allow us to investigate ways in which new technology can be most appropriately applied in the service of distance education