MONAP-II: the analysis of quality of the learning process model

The difficulty of designing and developing more useable and cost-effective intelligent tutoring systems (ITSs) has caused the realization of some new approaches in that field, the realization of intelligent tutoring shells. Our starting point and perspective on developing ITSs shell is motivated by issues of pragmatics and usability. The advancement of AI methods and techniques makes understanding of ITSs more difficult, so that the teachers are less and less prepared to accept these systems. As a result, the gap between the researchers in the field of ITSs and the educational community is constantly widening. Also, the present ITSs need quite big development environments, huge computing resources and, in consequence, are expensive and hardly portable to personal computers. Considering commercially available and widely used authoring systems for traditional computer-based teaching, we try to give the next step, the next paradigm shift that is needed to enable some of the advantages of ITSs in that tools. The paper describes an objectoriented model of control knowledge of the ITS shell in which the end-user (teacher) could make their own ITS lessons, alone.

2002

An educational system is a community where students and teachers are involved in a process of learning and teaching. Intelligent tutoring systems (ITS) are computer systems designed for support and improvement of learning and teaching process in freely chosen domain knowledge. Tutor-Expert System (TEx-Sys) is a hypermedial authoring shell for building intelligent tutoring systems. While testing a student, human tutor observes sequence of student actions, remembers a number and type of student mistakes and number of additional questions or other type of help used to push student forward. Human tutor makes evaluation of student knowledge that is based on gathered information. Those is why ITS that considers only final results, that is, student answer, cannot justly and completely evaluate student knowledge. For that reason we have decided to introduce a model tracing -a diagnostic technique to be used in student modelling in TEx-Sys. The TEx-Sys provides help and remediation for future work that is based on conciderationing of number of misconceptions.

A computer tutor can be defined as a provider of some basic, additional, specialized, or individualized instruction in some educational domain. The research in defining and designing that tutor is one of the most interesting fields for the researches in artificial intelligence in the last ten years. At the Institute of Mathematics, University of Novi Sad the investigation in realization of the intelligent tutoring shell, called EduSof, has been currently performed. This research is involved to resolve two old questions. Is the learning with computers possible? And the other question: "Could the teachers create the computer lessons alone without (or with a little help only) the computer specialists?" The definition and construction of one of the several student models used in EduSof system, are described in this paper. That model can be used to create and maintain a curriculum for an individual student. We use some modification of the overlay model for the management and control the procedural and hierarchical domains. That student model is detailed, as well as, the curriculum's creation and maintains.

Lecture Notes in Computer Science, 2014

The documents below are the templates used for the creation of skill builders, which were used in the CMP prerequisite study dated September 2011 to May 2012.

2005

2000

This chapter describes three modeling techniques that have recently started to attract the attention of researchers and developers in the domain of intelligent tutoring systems (ITSs). These techniques are: hierarchical modeling, interoperable and reusable software components, and ontologies. All three of them have been used in developing a model of ITSs called GET-BITS (GEneric Tools for Building ITSs). The GET-BITS model has been used throughout the chapter in order to illustrate the techniques. The major goal of the chapter is to show how these three techniques can be used to make the internal organization of ITSs more natural, more flexible, and more robust, to enhance their design, and to improve their performance. Important modules of any intelligent tutoring system, like domain knowledge, pedagogical knowledge, student model, and explanation strategies, are discussed extensively in the context of the three modeling techniques and the GET-BITS model. Experience with using GET-BITS as the basis for building practical applications shows how the processes of computer-based tutoring and learning based on the GET-BITS model are much closer to human-based instruction. From the design perspective, major advantages of using hierarchical modeling, software components, and ontologies in developing practical ITSs include enhanced modularity, easy extensions, and important steps towards knowledge sharing and reuse.

The Cognitive Tutor Authoring Tools (CTAT) support creation of a novel type of tutors called example-tracing tutors. Unlike other types of ITSs (e.g., model-tracing tutors, constraint-based tutors), exampletracing tutors evaluate student behavior by flexibly comparing it against generalized examples of problemsolving behavior. Example-tracing tutors are capable of sophisticated tutoring behaviors; they provide step-bystep guidance on complex problems while recognizing multiple student strategies and (where needed) maintaining multiple interpretations of student behavior. They therefore go well beyond minimum criterion for ITS status, namely, that the system has an inner loop (i.e., provides within-problem guidance, not just end-of-problem feedback).

IEEE Expert / IEEE Intelligent Systems, 1998

US Naval Postgraduate School sequence of actions to achieve some desired result, and "learning by doing" in computer simulations is often the best way for students to learn and practice these skills. Technical organizations, such as the US Navy, demand that students learn a wide range of reactive and technical procedures. Learning these skills becomes especially challenging when choosing between many actions with context-dependent effects. A simulation can easily back up or redo actions, patiently test students on numerous subtly different problems, and teach skills otherwise quite expensive or dangerous to learn. However, successful "learning by doing" tutoring requires intelligence; it requires flexible knowledge representation and AI planning methods to analyze student plans, find alternatives, and explain the correct actions. When building our authoring systemcomposed of Metutor and Mebuilder-we emphasized space efficiency, simulation credibility, intelligent and automated task planning, and ease of exercise construction and modification. Our system provides teachers with an easy-to-use general-purpose tool for authoring software for intelligent tutoring, and it lets them particularize their application with narrowly focused knowledge.

Teleteaching ’98 Distance Learning, Training and Education, 1998

"The difficulty of designing and developing more useable and cost-effective intelligent tutoring systems (ITSs) has caused the realization of some new approaches in that field, the realization of intelligent tutoring shells. Our starting point and perspective on developing ITSs shell is motivated by issues of pragmatics and usability. The advancement of AI methods and techniques makes understanding of ITSs more difficult, so that the teachers are less and less prepared to accept these systems. As a result, the gap between the researchers in the field of ITSs and the educational community is constantly widening. Also, the present ITSs need quite big development environments, huge computing resources and, in consequence, are expensive and hardly portable to personal computers. The paper describes an object-oriented model of control knowledge of the ITS shell in which the end-user (teacher) could make their own ITS lessons, alone. Jerinić, Lj., Devedžić, V. and Radović, D., The Component Based Model of the Control for Intelligent Tutoring. In G. Davies (Eds.) Teleteaching ’98 Distance Learning, Training and Education, Proceedings of 15th IFIP World Computer Congress “The Global Information Society On the Way to the Next Millennium” Part I, (31st August – 4th September, Vienna/Budapest, Austria/Hungary). Österreichische Computer Gesellschaft Press, 1998, pp. 517-526."

Proceedings of 7th International Conference "Informatics in Education and New Information Technologies", 1997

"The difficulty of designing and developing more useable and cost-effective intelligent tutoring systems (ITSs) has caused the realization of some new approaches in that field, the realization of intelligent tutoring shells. Our starting point and perspective on developing ITSs shell is motivated by issues of pragmatics and usability. The advancement of AI methods and techniques makes understanding of ITSs more difficult, so that the teachers are less and less prepared to accept these systems. As a result, the gap between the researchers in the field of ITSs and the educational community is constantly widening. Also, the present ITSs need quite big development environments, huge computing resources and, in consequence, are expensive and hardly portable to personal computers. Considering commercially available and widely used authoring systems for traditional computer-based teaching, we try to give the next step, the next paradigm shift that is needed to enable some of the advantages of ITSs in that tools. The paper describes an object-oriented model of control knowledge of the ITS shell in which the end-user (teacher) could make their own ITS lessons, alone. Jerinić, Lj. Devedžić, V. and Radović D., The Object Model of the Control Knowledge for Intelligent Tutoring. In Đ Nadrljanski and D. Lipovac (Eds.) Proceedings of 7th International Conference "Informatics in Education and New Information Technologies" (7th - 8th November, Novi Sad, Yugoslavia). Printing-house of Executive Council of Vojvodina, Novi Sad, 1997, pp. 37-44."