46 research outputs found
Preliminary Evaluations of AMBRE-KB, an Authoring Tool to Elicit Knowledge to Be Taught Without Programming
No full textInternational audienceThis paper describes the design and preliminary evaluations of AMBRE-KB. The goal of this authoring tool is to assist authors to elicit knowledge needed to design AMBRE ITSs without any programming. Such ITS enable learners to acquire a specific method in problem-solving. AMBRE-KB is based on meta-models of knowledge to be acquired. It supports the acquisition of knowledge to be taught, and the description of problems to be solved. At the end of the knowledge elicitation process, it enables the author to have a feedback about the process by testing the resolution of problems described. We present the authoring process and the evaluations made in four domains: resolution of equations (1st and 2nd degree), the calculation of areas of geometric shapes, the plural of French nouns and the formation of French adverbs ending with ‘ment’
Corpus de parole semi-spontanée versus lue, chez des sujets dyslexiques versus lambda
No full textCe corpus contient 9 enregistrements de trois locuteurs différents. Chaque locuteur effectue trois tâches : (1) raconter une bande-dessinée (http://www.espacegraphique.com/blog/carton/dessins/bd-sur-la-colline-593), (2) lire un texte (L'aigle, d'après Georgette Barthélémy, Les animaux et leurs secrets, F. Nathan, édit.), (3) raconter une vidéo (http://www.simonscat.com/Films/Cat-Chat/).Deux des locuteurs sont dyslexiques (H25 et F52)
Issue of knowledge acquisition in intelligent tutoring systems : towards an authoring tool for AMBRE project
No full textCette thèse aborde la problématique de l’acquisition des connaissances dans le cadre de la conception des Environnements Informatiques pour l’Apprentissage Humain (EIAH). Dans le contexte spécifique de ce travail, nous nous intéressons à des EIAH destinés à enseigner des méthodes de résolution de problèmes. De telles méthodes permettent, dans un domaine donné, de reconnaître la classe d’un problème et d’être capable de savoir quelle technique de résolution appliquer pour le résoudre. Le coût de conception de ces EIAH est cependant très élevé, en particulier du fait de l’élicitation des connaissances, qui nécessite non seulement une expertise dans le domaine concerné mais également en programmation.Afin de réduire le coût de conception de ces EIAH, et permettre à des auteurs (enseignants ou pédagogues plus experts) de pouvoir éliciter sans programmer les connaissances nécessaires à l’EIAH, nous proposons un processus d’acquisition interactive de ces connaissances. Ce processus est mis en œuvre à travers la conception d’un outil auteur : AMBRE-KB. Pour ce faire, nous avons d’abord proposé des méta-modèles qui permettent de décrire la forme des connaissances à acquérir. Ces connaissances ne sont pas celles d’un expert dans un domaine, mais les connaissances telles qu’on voudrait qu’elles fonctionnent chez l’apprenant à l’issue de l’apprentissage. En s’appuyant sur ces méta-modèles, nous avons ensuite proposé un processus d’acquisition de ces connaissances qui permet d’assister l’auteur lors de l’élicitation des connaissances nécessaires, en lui permettant de construire un modèle de connaissances spécifique à un domaine.Nous avons mené deux expérimentations pour évaluer le processus d’acquisition des connaissances et sa mise en œuvre dans l’outil AMBRE-KB. La première porte sur la complétude. Il s’agit de vérifier, pour un domaine donné, si les modèles de connaissances générés par AMBRE-KB permettent à l’EIAH de résoudre des problèmes. L’objectif de la deuxième expérimentation est de mesurer l’utilité et l’utilisabilité de AMBRE-KB. Les résultats des deux expérimentations sont satisfaisants.The general issue we addressed in this thesis is the challenge of knowledge elicitation in Intelligent Tutoring Systems (ITS). In the context of this work, we are interested in ITS teaching problem solving methods. Teaching methods for solving problems consists in teaching students how to think about the problem before starting its resolution. In a given field, such a method is based on a categorization of problems. Knowing to recognize the class of a problem enables students to choose the resolution technique associated with this class. However, designing such ITS is tedious and costly, and specially require expertise in the application domain and in programming.In order to reduce the design cost of these ITS and to enable an author (for example a teacher) to be able to elicit knowledge needed without programming, we propose an interactive knowledge elicitation process. This process is implemented through the design of an authoring tool: AMBRE-KB. For that, we first propose meta-models for the knowledge to be acquired. This knowledge is not an expert knowledge, but knowledge such as we would want that they work at the end of the learning. Next, we propose a knowledge acquisition process based on these meta-models, which enable the author to be assisted in the elicitation process enabling him/her to build specific knowledge models for a given domain.We conducted two experiments to evaluate the knowledge acquisition process and its implementation in the AMBRE-KB tool. The first relates to completeness. The aim is to verify, for a given domain, whether the knowledge models generated by AMBRE-KB enable the solver to solve problems. The aim of the second experiment is to measure the utility and usability of AMBRE-KB. The results of both experiments are satisfactory
Problématique de l'acquisition des connaissances dans des environnements informatiques fortement orientés connaissances : vers un outil auteur pour le projet AMBRE
No full textThe general issue we addressed in this thesis is the challenge of knowledge elicitation in Intelligent Tutoring Systems (ITS). In the context of this work, we are interested in ITS teaching problem solving methods. Teaching methods for solving problems consists in teaching students how to think about the problem before starting its resolution. In a given field, such a method is based on a categorization of problems. Knowing to recognize the class of a problem enables students to choose the resolution technique associated with this class. However, designing such ITS is tedious and costly, and specially require expertise in the application domain and in programming.In order to reduce the design cost of these ITS and to enable an author (for example a teacher) to be able to elicit knowledge needed without programming, we propose an interactive knowledge elicitation process. This process is implemented through the design of an authoring tool: AMBRE-KB. For that, we first propose meta-models for the knowledge to be acquired. This knowledge is not an expert knowledge, but knowledge such as we would want that they work at the end of the learning. Next, we propose a knowledge acquisition process based on these meta-models, which enable the author to be assisted in the elicitation process enabling him/her to build specific knowledge models for a given domain.We conducted two experiments to evaluate the knowledge acquisition process and its implementation in the AMBRE-KB tool. The first relates to completeness. The aim is to verify, for a given domain, whether the knowledge models generated by AMBRE-KB enable the solver to solve problems. The aim of the second experiment is to measure the utility and usability of AMBRE-KB. The results of both experiments are satisfactory.Cette thèse aborde la problématique de l’acquisition des connaissances dans le cadre de la conception des Environnements Informatiques pour l’Apprentissage Humain (EIAH). Dans le contexte spécifique de ce travail, nous nous intéressons à des EIAH destinés à enseigner des méthodes de résolution de problèmes. De telles méthodes permettent, dans un domaine donné, de reconnaître la classe d’un problème et d’être capable de savoir quelle technique de résolution appliquer pour le résoudre. Le coût de conception de ces EIAH est cependant très élevé, en particulier du fait de l’élicitation des connaissances, qui nécessite non seulement une expertise dans le domaine concerné mais également en programmation.Afin de réduire le coût de conception de ces EIAH, et permettre à des auteurs (enseignants ou pédagogues plus experts) de pouvoir éliciter sans programmer les connaissances nécessaires à l’EIAH, nous proposons un processus d’acquisition interactive de ces connaissances. Ce processus est mis en œuvre à travers la conception d’un outil auteur : AMBRE-KB. Pour ce faire, nous avons d’abord proposé des méta-modèles qui permettent de décrire la forme des connaissances à acquérir. Ces connaissances ne sont pas celles d’un expert dans un domaine, mais les connaissances telles qu’on voudrait qu’elles fonctionnent chez l’apprenant à l’issue de l’apprentissage. En s’appuyant sur ces méta-modèles, nous avons ensuite proposé un processus d’acquisition de ces connaissances qui permet d’assister l’auteur lors de l’élicitation des connaissances nécessaires, en lui permettant de construire un modèle de connaissances spécifique à un domaine.Nous avons mené deux expérimentations pour évaluer le processus d’acquisition des connaissances et sa mise en œuvre dans l’outil AMBRE-KB. La première porte sur la complétude. Il s’agit de vérifier, pour un domaine donné, si les modèles de connaissances générés par AMBRE-KB permettent à l’EIAH de résoudre des problèmes. L’objectif de la deuxième expérimentation est de mesurer l’utilité et l’utilisabilité de AMBRE-KB. Les résultats des deux expérimentations sont satisfaisants
Study on INTOC Waterproofing Technology for Basement of High-Rise Buildings
No full textInternational audienceThe seepage or water leaks in general and the seepage of the basement of high-rise buildings are common problems in the world. In Vietnam, for more than 20 years, INTOC products have shown high efficiency in basement waterproofing through surveys of several constructions. However, research on these products is hardly available. In this study, the author conducted a number of experiments on an INTOC product, positive and negative sides’ waterproofing effects as well as the influence of the product on the adhesion between reinforcement and concrete. The results showed that when applying the product on the concrete samples of grade M300 and M400 at water pressures of 10 and 12 daN/cm2, there wasn’t any seepage flow through the waterproofing layer. The waterproofing slurry on the reinforced surface didn’t affect its adhesion with concrete. The waterproofing layer has a very small surface tension, so it is hydrophobic and resists capillary permeability, and hence has small wetting properties
« Simone de Beauvoir et les romancières anglo-saxonnes : la double dette »
No full textInternational audienceSimone de Beauvoir relies as much on novels as she does on “serious” scholarly works when writing her accounts of women in The Second Sex and Memoirs of a Dutiful Daughter. A body of work published by English and American women novelists at the turn of the twentieth century is fundamental to Beauvoir’s development as both an author and a feminist.Dans Le Deuxième Sexe comme dans les Mémoires d’une jeune fille rangée, Simone de Beauvoir, pour composer ses études de femmes, s’appuie aussi bien sur des ouvrages considérés comme «sérieux» que sur des romans. Parmi ces derniers, un corpus d’œuvres de romancières anglo-saxonnes publiées au tournant des XIXe et XXe siècles apparaît comme fondamental pour la formation de Beauvoir, à la fois en tant que féministe et en tant qu’autrice
Uso da FAQ como base de casos em um sistema tutor inteligente: Demetrius Ribeiro Lima ; orientadora, Marta Costa Rosatelli
Get PDFDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-graduação em Ciência da ComputaçãoEste trabalho apresenta um Sistema Tutor Inteligente integrado a um Ambiente Virtual de Aprendizagem, implementando a tutoria inteligente em um curso a distância. Neste contexto, a tutoria inteligente consiste no auxílio e suporte ao aluno durante um curso virtual de modo a orientá-lo no processo de aprendizado, realizando um trabalho de acompanhamento de forma constante. Considerando que a Educação a Distância pode ser definida como um processo de ensino-aprendizagem em que o professor e o aluno estão separados fisicamente, a utilização de recursos tecnológicos que possibilitem a supervisão contínua e imediata deste processo é de grande relevância. O Sistema Tutor Inteligente desenvolvido utiliza como técnica de Inteligência Artificial, o Raciocínio Baseado em Casos, fazendo da Frequently Asked Questions a base de conhecimento do modelo do domínio. Através dela, os casos são recuperados e apresentados ao aluno. O modelo do estudante adapta características do sistema ao perfil do aluno a cada interação deste com o ambiente. As intervenções do sistema, que são acionadas pelo modelo do tutor, são feitas de acordo com este perfil. This work presents an Intelligent Tutoring System that is integrated into a Learning Virtual Environment, implementing intelligent tutoring in a distance course. In this context, intelligent tutoring consists of assisting and supporting the student during a virtual course, aiming to guide the student in the learning process through a permanent accompaniment. Taking into account that Distance Education can be defined as a process of teaching and learning in which the teacher and the student are physically separated, using technological resources that allow immediate and continuous supervising the student is of great relevance. The Intelligent Tutoring System that was developed uses Case-Based Reasoning as an Artificial Intelligence technique to make the Frequently Asked Questions the knowledge base of the domain model. The student model adapts system characteristics to the student profile at each interaction between him or her and the system. The system interventions, which are initiated by the tutor model, are also generated according to the student profile
FRI0491 MANAGEMENT OF SECONDARY OSTEOPOROSIS FRACTURES IN FRACTURE LIAISON SERVICE OF REIMS HOSPITAL IN FRANCE: STUDY AT 25 MONTHS OF FOLLOW-UP
No full textEvaluation of the BIOSECURE Questionnaire in Patients Followed for Inflammatory Rheumatological and Gastrointestinal Diseases Through the Analysis of This Questionnaire
No full textTherapeutic education (TE) plays a central role in the management of chronic inflammatory rheumatic diseases and inflammatory bowel disease. The BIOSECURE questionnaire was developed and validated in 2012 to assess self-management and patient safety, initially in rheumatology. Objectives: The aim of our study was to assess the knowledge of patients followed in both rheumatology and gastroenterology regarding their treatment through the BIOSECURE questionnaire. The secondary objective was to identify factors associated with a low level of knowledge according to the BIOSECURE questionnaire. Methods: This was a descriptive observational study, conducted in a single center at the Reims University Hospital between January 2023 and April 2024. The population was divided into quartiles. Participation in therapeutic education (TE) included receiving brochures about their disease or treatment and/or participation in group or individual TE sessions. We compared the patients with the lowest scores to those with the highest scores. Results: The study population consisted of 312 patients, including 32.05% with rheumatoid arthritis (RA) and 29.81% with Crohn’s disease. In our population, 82.03% had participated in therapeutic education, which included a TE session and/or the distribution of brochures about their disease and/or treatment. The median [IQR] BIOSECURE score was 71.04/100 [IQR 61.77–81.9]. When comparing patients with a low BIOSECURE score (<61.77) to those with a high score (>81.9), univariate factors associated with a low score were older age (p = 0.02), less participation in therapeutic education (p = 0.01), shorter duration of targeted therapy (p = 0.01), and lower level of education (p < 0.05). Conversely, patients who had received therapeutic education had a higher BIOSECURE score (p = 0.01). There was no difference in BIOSECURE scores based on place of residence, location of patient follow-up, route of administration, or type of inflammatory disease. In a multivariate analysis with a model including age, TE participation, and duration of targeted therapy, the results remained significant (p < 0.05). Discussion: We were able to compare the results of our study with two other French studies previously conducted on the same population of 677 patients undergoing biotherapy for chronic inflammatory rheumatism. The median BIOSECURE score in those studies was 73/100. In the study by Rat AC, published in 2017, the population was divided based on their BIOSECURE questionnaire results into three groups; they compared high and low response levels. Similarly to our study, a lower educational level and unemployment were associated with a lower rate of correct responses. The same was true for the absence of therapeutic education (TE) or distribution of brochures. Conclusions: The analysis of the BIOSECURE questionnaire in our population provides a practical message: factors associated with a low BIOSECURE score include older age, lower educational level, recent initiation of targeted therapy, and lack of participation in therapeutic education. This population could be a priority target for TE in order to ensure treatment safety for these patients
