7 research outputs found
Cognitive Tutoring of Collaboration: Developmental and Empirical Steps Towards Realization
No full textIn this paper, we describe developmental and empirical steps we have taken toward
providing Cognitive Tutoring to students within a collaborative software environment. We have
taken two important steps toward realizing this goal. First, we have integrated a collaborative
software tool, Cool Modes, with software designed to develop Cognitive Tutors (the Cognitive
Tutor Authoring Tool). Our initial integration does not provide tutoring per se but rather acts as a
means to capture data that provides the beginnings of a tutor for collaboration. Second, we have
performed an initial study in which dyads of students used our software to collaborate in solving a
classification / composition problem. This study uncovered five dimensions of analysis that our
approach must use to help us better understand student collaborative behavior and lead to the
eventual development of a Cognitive Tutor for collaboration. We discuss our plans to incorporate
such analysis into our approach and to run further studies
Collaboration and Cognitive Tutoring: Integration, Empirical Results, and Future Directions
No full textIn this paper, we describe progress we have made toward providing
cognitive tutoring to students within a collaborative software environment. First, we
have integrated a collaborative software tool, Cool Modes, with software designed to
develop Cognitive Tutors (the Cognitive Tutor Authoring Tool). Our initial
integration provides a means to capture data that acts as the foundation of a tutor for
collaboration but does not yet fully support actual tutoring. Second, we've performed
two exploratory studies in which dyads of students used our software to collaborate in
solving modelling tasks. These studies uncovered five dimensions of observed
behavior that point to the need for abstraction of student actions to better recognize,
analyze, and correct collaborative steps in problem solving. We discuss plans to
incorporate such analyses into our approach and to extend our tools to eventually
provide tutoring of collaboration
Creating Cognitive Tutors for Collaborative Learning: Steps Toward Realization
No full textOur long-term research goal is to provide cognitive tutoring of collaboration within a
collaborative software environment. This is a challenging goal, as intelligent tutors have traditionally
focused on cognitive skills, rather than on the skills necessary to collaborate successfully. In this paper, we
describe progress we have made toward this goal. Our first step was to devise a process known as
bootstrapping novice data (BND), in which student problem-solving actions are collected and used to
begin the development of a tutor. Next, we implemented BND by integrating a collaborative software
tool, Cool Modes, with software designed to develop cognitive tutors (i.e., the Cognitive Tutor Authoring
Tools, or CTAT). Our initial implementation of BND provides a means to directly capture data as a
foundation for a collaboration tutor but does not yet fully support tutoring. Our next step was to perform
two exploratory studies in which dyads of students used our integrated BND software to collaborate in
solving modelling tasks. The data collected from these studies led us to identify five dimensions of
collaborative and problem-solving behavior that point to the need for abstraction of student actions to
better recognize, analyze, and provide feedback on collaboration. We also interviewed a domain expert
who provided evidence for the advantage of bootstrapping over manual creation of a collaboration tutor.
We discuss plans to use these analyses to inform and extend our tools so that we can eventually reach our
goal of tutoring collaboration
Bootstrapping Novice Data: Semi-Automated Tutor Authoring Using Student Log Files
No full textA potentially powerful way to aid in the authoring of intelligent tutoring systems is to directly
leverage student interaction log data. While problem-solving data has been used in the past to
guide the development of tutors, such data has not typically been used as a means to directly
construct an initial tutoring system model. We propose an approach called bootstrapping novice
data (BND) in which a problem-solving tool is integrated with tutor development software
through log files and that integration is then used to create the beginnings of a tutor for the tool.
We describe an initial implementation of the BND approach in which Cool Modes, a collaborative
software tool, is integrated with the Behavior Recorder, tutor-authoring software that supports
development by demonstration. A key to this implementation is a component-based approach in
which complementary pieces of software are integrated with little or no change to either software
component. We argue that more tutors could be built, and with substantial time savings, using this
approach. We discuss some of the lessons learned from this initial effort and from applying the
component-based approach, as well as some data analyses that could eventually be performed
using the data collected during BND
Toward Cognitive Tutoring in a Collaborative Web-Based Environment
No full textWhile intelligent tutoring has been applied to collaborative learning environments,
it has met with little success so far because of the complexity involved in adding a
tutoring component to a collaborative environment. We propose to tackle this
problem by using Cognitive Tutors as the basis for our approach and by applying a
technique we call Bootstrapping Novice Data (BND). The BND approach involves
feeding student log files from a problem-solving tool into tutor development
software to create the beginnings of a tutor for the tool. We describe an initial
implementation of our approach in which Cool Modes, a collaborative software
tool, is integrated with the Behavior Recorder, tutor-authoring software that
supports development by demonstration. We show how our initial implementation
provides a foundation for an intelligent tutor for collaboration. We also discuss
some of the challenges ahead
A Review of<i>Peroryctes broadbenti</i>, the Giant Bandicoot of Papua New Guinea
No full textAplin, Kenneth P., Helgen, Kristofer M., Lunde, Darrin P. (2010): A Review of Peroryctes broadbenti, the Giant Bandicoot of Papua New Guinea. American Museum Novitates 2010 (3696): 1-44, DOI: 10.1206/3696.2, URL: http://www.bioone.org/doi/abs/10.1206/3696.
