I-TUTOR WORKSHOP & CALL FOR PAPERS

The I-TUTOR consortium, in cooperation with SIREM – Società Italiana di Ricerca sull’Educazione Mediale invites you to the I-TUTOR workshop

Artificial Intelligence and Learning: an Evolving Relationship

13 November 2013 – University of Bari, Italy

In the frame of the SIREM conference http://www.sirem2013.it/

Programme

14.30-15.00 Registration
15.00-15.30 Presentation: introduction to the I-TUTOR project, aims, beliefs, hypothesis and implementation
15.30-16.00 Presentation of the I-TUTOR plugin
16.00-16.30 Break and networking
16.30–18.30 Talking AIED
Papers presentation and interactive sessions
18.30-19.00 Conclusions

 

CALL FOR PAPERS

The call
Authors Guidelines

Deadlines
Abstract Submission Deadline: 19 Oct 2013
Final Paper Submission Deadline: 13 Nov 2013

Description
The ongoing relationship between learning and technologies includes the development and use of intelligent systems and agents supporting online learning at all levels of education and training. This relationship underpins a major issue: the integration of pedagogical and didactical instances and software design and development. Research areas as computer science, engineering, pedagogy and didactics are asked to jointly design and develop new ways to integrate technology in learning, where technology, far of being “a way of delivery”, is embedded in the pedagogical and didactical approach.
Online learning can significantly be supported by intelligent components, agents and systems, and dialogue between experts of learning and technology domains should be promoted and pursued, to enhance mutual understanding and the development of joint solutions.
The call for papers aims at collecting experiences, cases, visions, approaches on artificial intelligence use in learning environments, having the following topics:

  • Intelligent Tutoring Systems
  • Profiling and clustering in Intelligent Tutoring Systems
  • AIED and social technologies
  • AIED between formal and informal learning
  • AIED and self-regulated learning

Selected papers of the conference will be published as proceedings in a peer reviewed publication.

The language of the workshop will be English.
The participation to the workshop is free of charge.

Share

I-TUTOR Newsletter – 2nd issue

The project published its second newsletter with an update on piloting the plug-in prototype, an invitation to its final conference in Bari, Italy and some interesting inside information in the form of an interview with one of the developers on the process of developing a multi-agent based, user-friendly intelligent tutoring system to support online teachers, trainers, tutors and learners.

The project has launched a call for papers for its final conference aiming at collecting experiences, cases, visions, approaches on artificial intelligence use in learning environments. Please see the details in the previous post.

The newsletter can be viewed in html HERE.

We would be happy to hear what you think, comments are welcome and encouraged!

Share

Expert Insight: Eu Policies in Education and Training as well as Technology Enhanced Learning


Professor George Angelos Papadopoulos from the Department of Computer Science, University of Cyprus (Nicosia, Cyprus) is one of the external experts working on the I-TUTOR project. Part of his expert report on the e-book “Intelligent tutoring system: an overview“ published by the project, he gave a valuable overview of some of the EU policies, related to education and training in general but also Technology Enhanced Learning in particular, which are relevant to the aims and scope of the I-TUTOR ITS.

He was kind enough to allow us to publish the relevant part, which you can download HERE.

Share

Call for papers on ITS in the frame of the REM-Research on Education and Media Journal

The I-TUTOR project in collaboration with SIREM (Società Italiana di Ricerca sull’Educazione Mediale) is preparing a thematic special issue of the REM-Research on Education and Media Journal in December 2013.

The Call

Authors are cordially invited to submit papers on Intelligent Tutoring Systems (ITS) and the new horizons of the educational and technological research. Topics include the role, structure and problems of ITS; ITS in ill-defined domains; User profiling and modeling; Self-Regulated Learning and student awareness-raising approaches; Educational Data Mining to support modeling; and Design models in the field of ITS.

Deadline: July 15, 2013

The language of the publication is English.

Share

Rich list of resources of ITS


The I-TUTOR website section Learn more has been completed with the links of references of the recently published e-book “Intelligent tutoring system: an overview“. This rich pool of resources is clustered in the following categories in order for you to find articles in topics you are interested more easily:

  • Intelligent Tutoring Systems
  • Cognitive models and their applications in Intelligent Tutoring Systems
  • Data mining in education and training
  • User profiling in Intelligent Tutoring Systems
  • Instructional design and Learning Design in Intelligent Tutoring Systems

We would also like to invite all our site visitors and kind collaborators, to share with us if you have suggestions for further resources that we could include in the Learn more section. Please, leave your suggestions in the comment section for this post or by commenting the Learn more section.

Thank you in advance!

Share

Profiling – update and a few reflections

Right now the first prototype of the profiler agent has been implemented. This prototype clusters all Moodle users depending on different activities that they done/not done on the Moodle server. So, for example, it will analyse all comments made within a specific course. The analysis involves clustering the users into categories from the least active “comment’ers” to the most active, within the specific course.

There are 22 different course specific activities that are clustered and 1 non-course specific activity.

After analysing these the system then performs 3 overall analyses. One that clusters the users depending on their activity levels in all of the course specific activities, and another that clusters on the activities coming from the log, the comments made, forum discussion participation and general posts. The last one clusters users on the actual marks they have achieved.

Below is a table of the different activities that are analysed with a description.

[table id=2 /]

(Updated 09/04/2013)

Reflecting upon the results the the system has produced on the training data there are a few issues or questions.

Here we are performing data mining on a separate training set than the real data. That is analogous to asking a blind man to be a goal keeper in football. Yes, he might be able to hear the shot and therefore estimate where the ball is going, but he cannot see the ball, and therefore might miss it. The system has been tested on two different Moodle installations, but there is no way of finding out if the results produced will be meaningful in the actual pilots. Then it could (and perhaps should) be argued that this is excatly why pilots are necessary. It is definitely expected that changes are needed after the pilots has run. Perhaps even throughout the pilots.

It is also clear that there are big differences between how Moodle is used by teachers. This will have an impact on the importance of different activities. The system is at the moment not changeable by teachers. A question is if it would make sense to create a profiler that would have such a feature?

A more practical problem is when the profiler should be started in a course. Obviously activities build up over time. It does not make sense to start it on day 0, because all students will look like they aren’t active. Perhaps the log activity or the users last access are more interesting in the beginning of a course. Just to give an indication of early activity. However this probably should not be used by any active alerter agent.

Any thoughts on these reflection?

Share

Newsletter di I-TUTOR – Prima uscita


Giunti ormai a metà del progetto, i partner hanno deciso di pubblicare la prima newsletter al fine di condividere i traguardi raggiunti, tra cui uno studio approfondito dei sistemi di tutoring intelligenti (e le implicazioni del loro utilizzo nel contesto europeo), nonché un codice open source per un’indagine chatbot a cui sei invitato a partecipare.

È possibile consultare la newsletter in html QUI.

La vostra opinione è importante; inviateci i vostri commenti e suggerimenti.

Share

I-TUTOR Newsletter – 1st issue


Reaching the midterm in the project, the partnership published the first project newsletter to share the results achieved, among which you will find the comprehensive study about the intelligent tutoring systems (and the implications of using intelligent tutoring systems in the European scenario) as well as an open source code for a survey chatbot that you are welcome to test.

The newsletter can be viewed in html HERE.

We would be happy to hear what you think, comments are welcome and encouraged!

Share

E-book on Intelligent tutoring system (an overview)

To download: Go here(PDF)

The I-TUTOR consortium has published the e-book “Intelligent tutoring system: an overview“. The report presents the outcomes of a large literature review and the implications of using intelligent tutoring systems in the European scenario.

The first chapter provides an historical excursus and a description of the ITS, from a pedagogical and didactical point of view. Starting from the first domains-centered ITS, to arrive to the ill-structured domains ITS, and finally to reach the actual solutions. In these new solutions, a shift can be seen from ITS that supports one to one learning and interaction to system for collaborative and social learning, from ITS for learning in tightly defined domains and educational contexts to open-ended learning in ill-defined domains across varied physical and social cultural settings and throughout the lifetime, from ITS to support knowledge acquisition to systems for knowledge construction, skills acquisition and reflexive, motivational and affective support, leaving a psychological approach to reach a more pedagogical approach. Actually, research is increasingly focusing on accessible, ubiquitous, wireless, mobile, tangible and distributed interfaces. The final aim is to develop systems that could be used widespread and on a large scale.

The second chapter analyses Cognitive Modeling and the classic modeling used by informatics designers in the ITS construction. The third chapter, data mining in education, examines potentials and constraints in the use of data mining in education, summarizing the potential they have to offer meaningful support to: students, teachers, tutors, authors, developers, researchers, and the education and training institutions in which they work and study. In the fourth chapter a literature review is presented, in order to summarizes directions and research paths in the use of user-profiling, trying to define the main topics that should be considered in future research. Finally, the fifth chapter analyses the basic elements of Instructional Design and the perspectives of the ITS research, dealing with the issue of educational design software. This kind of software allows teachers, even if they are not experts in informatics but only in technology of education, to design their didactic path with the support of software agents

The report is available as a free download in PDF. The EPUB format will be available soon.

Share

Call for papers

Call for papers for the 16th International Conference on Artificial Intelligence in Education (AIED2013) now open

The 16th International Conference on Artificial Intelligence in Education (AIED2013) is the next in a longstanding series of biennial international conferences for high quality research in intelligent systems and cognitive science for educational computing applications. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics, as well as many domain-specific areas. Since the first AIED meeting 30 years ago, both the breadth of the research and the reach of the technologies have expanded in dramatic ways. The theme of AIED2013 therefore seeks to capture this evolution: From education to lifelong learning: constructing pervasive and enduring environments for learning. In line with this theme of expansion, AIED2013 will welcome the Industry& Innovation Track which seeks to capture the challenges, solutions, and results from the transition of AIED technologies into the commercial sector.

Share
WordPress theme: Kippis 1.15