Search results for "Tutoring"
showing 10 items of 47 documents
A Map-Based Visualization Tool To Support Tutors In E-Learning 2.0
2009
Web 2.0 regards essentially the social issues about the new usage of web applications, but participative web and user generated contents induce a new way to think about the design of the web applications themselves. This is particularly true in the field of educational systems that are all web based applications. Many researchers are now devoted to study what is called e-learning 2.0 both as regards the technological issues in the field of computer science, and in relation to the impact of the web 2.0 social and psychological issues on the education process itself. One of the most crucial topics in e-learning 2.0 is the way to provide support to the teacher/tutor to avoid cognitive overload…
The master’s dissertation viva by video conference: strategies and best practices
2019
Durante la última década, se han publicado numerosos estudios sobre el proceso de elaboración y evaluación de los trabajos de fin de máster (TFM) (Da Cunha, 2016; García & Martínez-Clares, 2012; González-Calero & Turégano, 2011), sobre las fases de tutorización y acompañamiento al estudiante (Flores, Martínez, Martínez López, Pascual, & Sanz, 2013) y sobre las competencias a adquirir tras su finalización (Cabrera, Sangrà & Rodera, 2012; Serrano & Pontes, 2015; Viejo & Ortega Ruiz, 2018). Sin embargo, no resultan tan evidentes las investigaciones que analizan la fase de preparación y defensa pública de estos trabajos, siendo, sin embargo, la que genera más incomodidad entre el estudiantado. …
Managing conversation uncertainty in TutorJ
2009
Uncertainty in natural language dialogue is often treated through stochastic models. Some of the authors already presented TutorJ mat is an Intelligent Tutoring System, whose interaction with the user is very intensive, and makes use of both dialogic and graphical modality. When managing the interaction, the system needs to cope with uncertainty due to the understanding of the user's needs and wishes. In this paper we present the extended version of TutorJ, focusing on the new features added to its chatbot module. These features allow to merge deterministic and probabilistic reasoning in dialogue management, and in writing the rules of the system's procedural memory.
A Hypergraph Based Framework for Intelligent Tutoring of Algebraic Reasoning
2013
The translation of word problems into equations is one of the major difficulties for students regarding problem solving. This paper describes both a domain-specific knowledge representation and an inference engine based on hypergraphs that permits intelligent student supervision of this stage of the solving process. The framework presented makes it possible to simultaneously: a) represent all potential algebraic solutions to a given word problem; b) keep track of the student’s actions; c) provide automatic remediation; and d) determine the current state of the resolution process univocally. Starting from these ideas, we have designed an intelligent tutoring system (ITS). An experimental eva…
LA TUTORÍA UNIVERSITARIA ENTRE LATINOAMÉRICA Y EUROPA: EL CASO DE LA UNIVERSIDAD AUSTRAL (ARGENTINA) Y EL DE LA UNIVERSIDAD DE ESTUDIOS DE PALERMO (I…
2021
espanolLas directrices internacionales formuladas para la construccion de un Espacio Europeo y Latinoamericano de Educacion Superior, destacan un modelo educativo destinado a involucrar activamente a los estudiantes universitarios en los servicios de tutoria y hacerlos autonomos en los procesos de aprendizaje. En este articulo −aplicando una metodologia descriptiva-lineal y top-down− se proporciona una vision bilateral de la tutoria universitaria: se aborda este tema contextualizandolo antes en America Latina y luego en Argentina, terminando con un enfoque particular en la Universidad Austral de Buenos Aires; a continuacion se enmarca analogamente antes en el ambito europeo, luego en el ita…
On Incorporating Affective Support to an Intelligent Tutoring System: an Empirical Study
2018
Previous research studies have reported strong evidence that the emotional state of students may have a considerable impact on their learning. In this paper, we present an empirical study that evidences that it is possible to influence the user’s affective state in a controlled way, by adapting the system’s response. As part of this paper, we have analyzed the affective impact of varying the level of help provided in an existing Intelligent Tutoring System. Results show that it is possible to use classification approaches to predict positive and negative variations in dominance, valence, arousal, and performance to a reasonable level of accuracy.
Adaptive Task Assignment in Online Learning Environments
2016
With the increasing popularity of online learning, intelligent tutoring systems are regaining increased attention. In this paper, we introduce adaptive algorithms for personalized assignment of learning tasks to student so that to improve his performance in online learning environments. As main contribution of this paper, we propose a a novel Skill-Based Task Selector (SBTS) algorithm which is able to approximate a student's skill level based on his performance and consequently suggest adequate assignments. The SBTS is inspired by the class of multi-armed bandit algorithms. However, in contrast to standard multi-armed bandit approaches, the SBTS aims at acquiring two criteria related to stu…
The potential of temporal analysis: Combining log data and lag sequential analysis to investigate temporal differences between scaffolded and non-sca…
2020
This paper contributes to the ongoing discussion about analysing the temporal aspects of learning processes in the educational technology research field. Our main aim was to advance methods for analysing temporal aspects of technology-enhanced learning (TEL) processes by introducing the temporal lag sequential analysis (TLSA) technique and by combining TLSA with temporal log data analysis (TLDA). Our secondary aim was to illustrate the potential of these two analysis techniques to reveal the differences between the face-to-face technology-enhanced collaborative inquiry-based learning (CIBL) processes of three different conditions (non-scaffolded, writing scaffolded and script scaffolded gro…
Domain-specific knowledge representation and inference engine for an intelligent tutoring system
2013
One of the most challenging steps in learning algebra is the translation of word problems into symbolic notation. This paper describes an Intelligent Tutoring System (ITS) that focuses on this stage of the problem solving process. On the one hand, a domain specific inference engine and a knowledge representation mechanism are proposed. These are based on a description language based on hypergraphs, and the idea of using conceptual schemes to represent the student's knowledge. As a result, the system is able to simultaneously: (a) represent all potential algebraic solutions to a given word problem; (b) keep track of the student's actions; (c) univocally determine the current state of the res…
A KST-BASED SYSTEM FOR STUDENT TUTORING
2008
Abstract: A novel assessment procedure based on knowledge space theory (KST) is presented along with a complete implementation of an intelligent tutoring system. (ITS) that has been used to test our theoretical findings. The key idea is that correct assessment of the student knowledge is strictly related to the structure of the domain ontology. Suitable relationships between the concepts must be present to allow the creation of a reverse path from the "knowledge state" representing the student goal to the one that contains her actual knowledge about this topic. Knowledge space theory is a very good framework to guide the process of building the ontology used, by the artificial tutor The sys…