6,739 research outputs found
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Learning About Something Means Becoming Wiser: The Platonic Dialogue as a Paradigmatic Model for Writing Center Practice
As our disciplineâs scholars, we must recognize that ours is a
history âthat is best recognized as an always incomplete narrativeâ
and continue to delve into the past as we seek to inform our future
(Lerner 25). In this article, I delve into Platoâs use of âelenchusâ or
cross-questioning for the purpose of achieving âaporiaââthe sense
of perplexity or confusion that usually accompanies the discovery
that language does not have the ability to mean in any stable senseâ
within Theaetetus (Raign 90). In addition to extending our narrative
history, studying the process of elenchus will allow us to share this
methodology with our tutors, so that they can develop the ability
not to merely engage in conversation with their students, or lead
them to a truth not their own, but engage in the type of inquiry
about language and its ability to mean that leads students toward
the sort of self-discovery present in the Platonic dialogues.University Writing Cente
Evaluating the Effectiveness of tutorial dialogue instruction in a Explotary learning context
[Proceedings of] ITS 2006, 8th International Conference on Intelligent Tutoring Systems, 26-30 June 2006, Jhongli, Taoyuan County, TaiwanIn this paper we evaluate the instructional effectiveness of tutorial dialogue agents in an exploratory learning setting. We hypothesize that the creative nature of an exploratory learning environment creates an opportunity for the benefits of tutorial dialogue to be more clearly evidenced than in previously published studies. In a previous study we showed an advantage for tutorial dialogue support in an exploratory learning environment where that support was administered by human tutors [9]. Here, using a similar experimental setup and materials, we evaluate the effectiveness of tutorial dialogue agents modeled after the human tutors from that study. The results from this study provide evidence of a significant learning benefit of the dialogue agentsThis project is supported by ONR Cognitive and Neural Sciences Division, Grant number N000140410107proceedingPublicad
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Martin Oliver (ed.), Innovation in the Evaluation of Learning Technology, London: University of North London, 1998. ISBN: 1â85377â256â9. Softback, 242 pages, ÂŁ15.00
Generating explanatory discourse: a plan-based, interactive approach
SIGLEAvailable from British Library Document Supply Centre- DSC:D91660 / BLDSC - British Library Document Supply CentreGBUnited Kingdo
Technology: Servant or Master of the Online Teacher?
published or submitted for publicatio
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Multiple Viewpoints for Tutoring Systems.
This thesis investigates the issue of how a tutoring system, intelligent or otherwise, may be designed to utilise multiple viewpoints on the domain being tutored, and what benefits may accrue from this. The issue was relevant to earlier systems, such as WHY (Stevens et al. 1979) and STEAMER (Hollan et al. 1984).
The relevant literature is reviewed, and criteria which must be met by our implementation of viewpoints are established. Viewpoints are conceptualised as pre-defined structures which can be represented in a tutoring system with the potential to increase its effectiveness and adaptability. A formalism is proposed where inferences are drawn from a model by a range of operators. The application of this combination to problems and goals is to be described heuristically. This formulation is then related to the educational philosophy of Cognitive Apprenticeship. The formalism is tested and refined in a protocol analysis study which leads to the definition of three classes of operators.
The viewpoint structure is used to produce a detailed formulation of the domain of Prolog debugging for novices, with the goal that students should learn how different bugs may be localised using different viewpoints. Three models of execution are defined, based on those described by Bundy et al. (1985). These are mapped onto a restricted catalogue of bugs by specifying a number of conventions which produce a simplified and consistent domain suited to the needs of novices.
VIPER, a tutoring system which can itself accomplish and explain the relevant domain tasks, is described. VIPER is based on a meta-interpreter which produces detailed execution histories which are then analysed. An evaluation of VIPER is reported, with generally favourable results.
VIPER is discussed in relation to the research goals, the usefulness of Cognitive Apprenticeship in supporting such a design, and possible future work. This discussion exemplifies the use of established student modeling techniques, the implementation of other viewpoints on Prolog, and the application of the design strategy to other domains. Claims are made in relation to the formulation of viewpoints, the architecture of VIPER, and the relevance of Cognitive Apprenticeship to the use of multiple viewpoints
STS in management education: connecting theory and practice
This paper explores the value of science and technology studies (STS) to management education. The work draws on an ethnographic study of second year management undergraduates studying decision making. The nature and delivery of the decision making module is outlined and the value of STS is demonstrated in terms of both teaching method and module content. Three particular STS contributions are identified and described: the social construction of technological systems; actor network theory; and ontological politics. Affordances and sensibilities are identified for each contribution and a discussion is developed that illustrates how these versions of STS are put to use in management education. It is concluded that STS has a pivotal role to play in critical management (education) and in the process offers opportunities for new forms of managin
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