Search results for "TUTOR"
showing 10 items of 179 documents
Fostering Teacher-Student Interaction and Learner Autonomy by the I-TUTOR Maps
2014
The paper analyses the use of an automatically generated map as a mediator; that map visually represents the study domain of a university course and fosters the co-activity between teachers and stu- dents. In our approach the role of the teacher is meant as a media- tor between the student and knowledge. The mediation (and not the transmission) highlights a process in which theres no deterministic rela- tion between teaching and learning. Learning is affected by the students previous experiences, their own modalities of acquisition and by the in- puts coming from the environment. The learning path develops when the teachers and the students visions approach and, partly, overlap. In this cas…
Visual Data Mining With Self-organizing Maps for “Self-monitoring” Data Analysis
2016
Data collected in psychological studies are mainly characterized by containing a large number of variables (multidimensional data sets). Analyzing multidimensional data can be a difficult task, especially if only classical approaches are used (hypothesis tests, analyses of variance, linear models, etc.). Regarding multidimensional models, visual techniques play an important role because they can show the relationships among variables in a data set. Parallel coordinates and Chernoff faces are good examples of this. This article presents self-organizing maps (SOM), a multivariate visual data mining technique used to provide global visualizations of all the data. This technique is presented as…
Semantic sense extraction from Wikipedia pages
2010
This paper presents a technique aimed to extract structured information from unstructured Wikipedia contents related to a particular topic, and to arrange it in a semantic way inside an ontology. The general framework is the design of an artificial agent able to deliberate when increasing its domain knowledge. In particular, this cognitive agent acts as a dialogue manager in an Intelligent Tutoring System (ITS) already presented by the authors. Our approach is based on the definition of useful patterns able to extract and identify novel concepts and relations to be added to the knowledge base. We propose a method that uses information from the wiki page’s structure. We define different stra…
Awareness Mechanisms for an Intelligent Tutoring System
2008
In this work an Intelligent Tutoring System (ITS) is presented that is able to enrich its knowledge base, merging both partially structured and unstructured information in a unique internal representation framework. The system gathers new information about the domain in response to both a curiosity mechanism and sensory stimuli coming from the interaction with the user. The architecture is an evolution of TutorJ, an actual ITS already presented by some of the authors. The cognitive framework is a very promising one to overcome the limitations of classical ITSs, and to achieve the stated goal. The use of cognitive architectures is intended for a double result: a lower effort for a knowledge-…
Improving Assessment of Students through Semantic Space Construction
2009
Assessment is one of the hardest tasks an Intelligent Tutoring System has to perform. It involves different and sometimes uncorrelated sub-tasks: building a student model to define her needs, defining tools and procedures to perform tests, understanding students' replies to system prompts, defining suitable procedures to evaluate the correctness of students' replies, and strategies to improve students' abilities after the assessment session.In this work we present an improvement of our system, TutorJ, with particular attention to the assessment phase. Many tutoring systems offer only a limited set of assessment options like multiple-choice questions,fill-in-the-blanks tests or other types …
Acquisition of New Knowledge In TutorJ
2009
This paper presents a methodology to acquire new knowledge in TutorJ using external information sources. TutorJ is an ITS whose architecture is inspired to the HIPM cognitive model, while meta-cognition principles have been used to design the knowledge acquisition process. The system behavior is intended to increase its own knowledge as a consequence of the interaction with users. The implemented methodology uses external links and services to capture new knowledge from contents related to discussion topics and transforms these contents into structured knowledge that is stored inside an ontology. The purpose of the proposed methodology is to lower the effort of system scaffolding creation a…
A combined semantic-syntactic sentence analysis for students assessment
2010
TutorJ is an Intelligent Tutoring System able to fulfill the requests of a student with a learning path inside didactical materials. To this aim, it must assess the level of training of the learner. In the first version of TutorJ this goal was reached through a conversational agent whose linguistic interaction enriched by a LSA-based text analysis. This approach suffers from the limitations of LSA as a bag-of- words approach. Next, morphosyntactic comparison of sentences' structures was implemented. In this paper we present a new version of the assessment procedure involving both semantic, and morphosyntactic analysis user's sentences.
Automatic concept maps generation in support of educational processes
2014
A VLE is a system where three main actors can be devised: the teacher in the role of instructional designer, the tutor, and the stu- dent. Instructional designers need easy interaction for specifying the course domain structure to the system, and for controlling how well the learning materials agree to such a structure. Tutors need tools for having a holistic perception of the evolution of single students and/or groups in the VLE during the learning process. Finally, students need self regulation in terms of controlling their learning rate, reflect on their learning strategies, and comparing with other people in the class. In this work we claim that sharing an implicit representation of the…
A framework to induce self-regulation through a metacognitive tutor
2010
A new architectural framework for a metacognitive tutoring system is presented that is aimed to stimulate self regulatory behavior in the learner. The new framework extends the cognitive architecture of TutorJ that has been already proposed by some of the authors. TutorJ relies mainly on dialogic interaction with the user, and makes use of a statistical dialogue planner implemented through a Partially Observable Markov Decision Process (POMDP). A suitable two-level structure has been designed for the statistical reasoner to cope with measuring and stimulating metacognitive skills in the user. Suitable actions have been designed to this purpose starting from the analysis of the main question…
La ricerca della “specialità” dell’impresa agricola e l’inesorabile tramonto dell’art. 2135 cod. civ.
2019
The paper focuses on the crisis of the distinction between commercial and agricultural enterprises as adopted in the Italian civil code. Technical progress and the development of industrial agriculture have weaken the traditional link between agricultural production and land . and reduced the structural disparities between industrial and agricultural production process. In the framework of such changes, it seems to become useless and even ambiguous the dual system adopted by Italian civil code, according which agricultural and commercial enterprises should be approached and regulating in different specific ways , due to the supposed weakness of rural enterprises particularly in the market r…