Agent Based Approach for Organization and Personal Knowledge Modelling: Knowledge Management Perspective

The paper tries to bridge gap between knowledge management and artificial intelligence approaches proposing agent-based framework for modelling organization and personal knowledge. The perspective of knowledge management is chosen to develop two conceptual models—one describes the intelligent enterprise memory, another models an intelligent organization’s knowledge management system. The concept of an agent-based environment of the knowledge worker for personal and organizational knowledge management support is introduced

Intelligent Agent and Knowledge Management Perspectives for the Development of Intelligent Tutoring Systems

The development of intelligent tutoring systems is discussed from intelligent agent and knowledge management perspectives. A conceptual model in which both perspectives are integrated is proposed. The model consists from system’s layer based on agent paradigm and knowledge worker’s layer responsible for personal knowledge management of knowledge worker (teacher and/or student). The implemented prototype of intelligent knowledge assessment system is described

Development of Concept Map Based Adaptive Knowledge Assessment System

The paper describes the developed adaptive system for knowledge assessment and self-assessment based on usage of concept maps. The concept mapping approach offers a reasonable balance between complexity of knowledge assessment system and necessity to assess higher levels of knowledge according to the Bloom’s taxonomy. The underlying concepts of the developed system which supports a process oriented learning are discussed. The architecture and functionality of the intelligent knowledge assessment system based on the intelligent agent paradigm is described. The system to the large extent can adapt to each individual learner by changing the degree of task difficulty and providing execution of two kinds of tasks – fill-in tasks and construction tasks of concept maps. Information about two prototypes which have been already implemented and tested in different study courses is given

Conceptual Framework for Integration of Multiagent and Knowledge Management Techniques in Intelligent Tutoring Systems

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The Conceptual Framework for Integration of Multiagent Based Intelligent Tutoring and Personal Knowledge Management Systems in Educational Settings

Requirements of the information age causes new challenges for universities – necessity to change teaching and learning process to ensure that students be able to interpret non-standardized information for problem solving and decision making and have skills of effective turning their knowledge into action which is a requisite that graduates from universities will be innovative and will become so called knowledge workers. The purpose of the paper is to attract educators’ attention to the potential of getting synergy effect from integration of intelligent tutoring and knowledge assessment systems with personal knowledge management systems. The conceptual framework is based on multiagent paradigm and the novel approach how to support student-centered individualized study process using traditional modules of intelligent tutoring systems (ITSs): tutoring, student diagnosis and domain knowledge modules is described. The conception of graph based pedagogical model is given as well as implementation aspects of two systems (a part of the framework) – the intelligent tutoring system MIPITS and the intelligent knowledge assessment system IKAS are overviewed

Agent-Based Framework for Modelling of Organization and Personal Knowledge from Knowledge Management Perspective

The paper tries to bridge gap between knowledge management and artificial intelligence approaches proposing agent-based framework for modelling organization and personal knowledge. The perspective of knowledge management is chosen to develop two conceptual models – one interprets organization as an intelligent agent, another models an agent-based environment of the knowledge worker for personal and organizational knowledge management support

Pros and Cons of Automated Knowledge Assessment Based on Concept Maps

The paper summarizes the experience obtained during the last decade from usage of developed system IKAS. The IKAS is the adaptive intelligent system for knowledge assessment and selfassessment based on concept maps (CMs). The kernel of the IKAS is the intelligent knowledge assessment agent which is implemented as a multiagent system. The latter consists of the agentexpert, the communication agent, the knowledge evaluation agent, and the interaction registering agent. The knowledge evaluation agent compares a teacher’s and a learner’s CMs on the basis of graph patterns taking or not into account semantics of links (depending on the given tasks) and assigns score for a submitted solution. The paper focuses on architecture and general principles of functioning of the IKAS, the variety of provided tasks, changing of the degree of task difficulty, system’s feedback and scoring and adaptation mechanisms. Lessons learnt from practical testing of the IKAS in different study courses are discussed both from teachers and students point of view. The advantages of knowledge assessment based on CMs are at least twofold — it is possible to assess students’ knowledge structure and to automate the assessment process thus reducing the workload of teachers. At the same time from the usage of the IKAS it is concluded that CM based knowledge assessment is very well suitable for self-assessment, but it is not fully acceptable for giving the final marks to students for their knowledge in the subject. Results of practical use of the IKAS are presented

The Role of Feedback in Intelligent Tutoring System

Improvement of IT technologies, expansion of internet and popularization of web technologies have enabled technology enhanced learning introduction in adaption of general matters and acquaintance of specialized problems. It is necessary to integrate in ITS (Intelligent Tutoring System) analysis mechanisms and reactions to simulate or overcome natural tutoring environment achievements. In the development of learning systems it is necessary to take into account both individual needs and requirements, as well as the resources of information technologies. Feedback should be aligned, as much as possible, to the learner’s individuality, special needs, selfevaluation, self-explanation, self-regulation, etc

Artificial Intelligence – The Research Field That Stimulates Collaboration of RTU and LLU in Computer Science

The paper is dedicated to 150th anniversaries of two universities – RTU and LLU and concerns the research field of artificial intelligence (AI) which stimulates collaboration of both institutions. The brief overview of historical periods of development of AI is presented. Research activities in AI carried out at the Department of Systems Theory and Design which are conducted by the author are described. The collaboration in education and research between the Faculty of Computer Science and Information Technology of RTU and the Faculty of Information Technologies of LLU are outlined. It is shown that at the moment common interests in robotics is the foundation for joint actions