1,720,967 research outputs found
MAPIT: a pedagogical-relational ITS
No full textAbstractThe majority of Intelligent Tutoring System architectures are focused on supporting learners through content retrieval or in one or more given subject matters; examples of this can be found in Baghera [1], MyClass, Andes [2], Gramy, Advanced Geometry Tutor [7]. The implementation of such architectures are time-consuming and are generally not interoperable with other domains [3].The presented research describes the experimentation of a Open Source, LMS enhanced with elements of AI aiming at supporting online teachers’ and tutors’ work by using a KB specific to relational and pedagogical aspects, not connected to a specific subject matter. Such implementation needs to be provided of an authoring tool easily and readily usable by tutors and teachers of different subjects and with medium level IT training.Starting point of our investigation has been a preliminary analysis of machine-mediated, human-human interactions (MM-HHI) and communications by using the Teachers’ thinking approach [4–6]. We considered messages exchanged between teachers/tutors and online students in three post-graduate, online courses running at the University of Macerata during 2008–2010 by the Faculty of Education. The study showed that about 30% of messages concerned structured information that could be straightforwardly retrieved by an artificial agent; almost all remaining messages were instead deeply bound to student’s learning path or required a significant input by the teacher/tutor, while the residual part of messages could — to some extents — be delegated to an intelligent agent having access to students’ tracking data in order to display visual information to users or trigger alarms to tutors.The investigation carried out prompted us for the deployment of an Open Source chat-bot system that would retrieve information already coded into the courses or originated by students through the analysis of their activity logs; the chat-bot agent uses this structured information in order to answer students’ most common questions hence relieving teachers and tutors from doing this repetitive task. The system is being implemented on a OLAT ver. 6.3 LMS loosely coupled to a JADE-based Multi Agent System in charge of processing user tracking data and running the ALICE chat-bot integrated with the platform messaging system
Learning Environments Supported by Software Agents and Chat-Bot
No full textIntelligent Agents are widly used in the literature in
education environments connected to a specific subject
matter. This paper investigate the use of IA to build LMS
which are not connected to a specific subject matter.
The aim is to use Intellegent Agents to simplify online
teachers and tutors activities by eliminating repetitive and
recurring tasks.
The research is structured in two phases: firstly, the
analysis of the messages exchanged between teachers,
tutors and students in a online learning environment is
provided. In the second phase, rules to implement a Chatbot
are explored: this instrument provide support to the
tutors and theachers, rather than aiming to replace their
activities. The next step is to integrate Chat-bot with
information produced by Intelligent Agents, in order to
obtain a enactive model that takes advantage of the
interactions between teachers, tutors and students
Streaming Media Training for European Media Professionals – New Multimedia Educational Models in the Conceptual Space-Time
No full text
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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