| Orden | Autores | Nombre Artículo | Resumen |
| BOTI00 | jesús g.boticario,
elena gaudioso,
félix hernández | personalizar la enseñanza a distancia a través de internet utilizando webdl | la mayoría de los sistemas educativos se adaptan al alumno mediante reglas docentes predefinidas por el diseñador del curso y el mantenimiento de un modelo de usuario en el que se guarda la información sobre el alumno. sin embargo la verdadera adaptación se consigue si los modelos y las reglas docentes pudieran modificarse como resultado de la interacción del alumno con el sistema. vamos a presentar en este artículo webdl (web-based distance learning) un sistema multiagente de educación a distancia basada en la web que se adapta al alumno mediante técnicas de inteligencia artificial.
describiremos su arquitectura, las tareas de adaptación que realiza y la interacción típica de un alumno con el sistema. |
| BOTI99 | j.g. boticario, e. gaudioso | a multiagent architecture for a web-based adaptive educational system | the widespread use of the web in distance learning, the particular nature of the distance learning student and the dispersion of the relevant information sources increase the importance of developing interactive systems, which adapt to the information and communication needs of each student. we have developed a multiagent decision system which adapts to the user's needs. to best accomplish this, we have chosen heterogeneous agents which combine the solutions learned with different bias corresponding to different machine learning methods (c5.0, naive bayes, progol, backpropagation, tilde and autoclass). introduction in order to solve the problems characteristic of distance |
| CONS00 | maría de los angeles constantino-gonzález, daniel d. suthers | a coached collaborative learning environment for entity-relationship modeling | we discuss the design of an agent for coaching collaborative learning
in a distance learning context. the learning domain is entity-relationship
modeling, a domain in which collaborative problem solving is regularly practiced,
and for which there exist formally interpretable representations of problem
solutions known as entity-relationship diagrams. the design of the coach
was based on socio-cognitive conflict theory, which states that collaborative
learning is effective to the extent that learners identify and discuss conflicts in
their beliefs. students begin by constructing individual entity-relationship diagrams
expressing their solution to a database modeling problem, and then work
in small groups to agree upon a group solution. the coaching agent leverages
learning opportunities by encouraging students to share and discuss solution
components that conflict with components of the group solution. our work
shows one way to utilize domain specific knowledge in order to facilitate collaboration. |
| CONS01 | maría de los angeles constantino-gonzález,
daniel d. suthers, josé i. icaza | coaching web-based collaborative learning based on problem solution differences and participation | this paper describes the design and evaluation of a coach that helps students
collaborate during synchronous group problem solving. unlike previous work generally
emphasizing dialogue analysis, this work evaluates a new approach to supporting
collaboration that identifies learning opportunities based on differences between problem
solutions and on tracking levels of participation. the contribution made by these and other
knowledge sources in the generation of collaboration advice was evaluated by comparing,
for each event in the collaborative sessions, expert rankings of advice with the software
coach's rankings, and by identifying the advice that would be lost if each respective
knowledge source were removed. results show that good quality advice can be obtained
through these knowledge sources, although other knowledge sources may fill in gaps
relative to the expert's performance. this work demonstrates how intelligent agents can
produce reasonable collaboration advice using a few basic knowledge sources, and
illustrates several methods of evaluating the knowledge and reasoning of complex
knowledge-based systems. |
| DIMI00 | vania dimitrova, john self, paul brna | involving the learner in diagnosis potentials and problems | a crucial issue in building adaptive systems is maintaining models of users, which allows computers to tailor their behaviour to the needs of particular individuals. when a computer system has educational goals, modelling a learner’s cognitive capacity is essential for the system to provide individualised instruction and adaptive interaction (self, 1999). allowing the user to have some control over the diagnostic component and to inspect the model which the system has made of him has been suggested as one of the potential techniques in user modelling (kobsa, 1990) and building adaptive systems (brusilovsky, 1996). in the area of student modelling, such an approach is favourable not only because it allows modelling of the dynamics of student
behaviour (self, 1990) but also because it has potential educational gains in providing means for reflective learning (bull 1997). a recent trend in student modelling focuses on building open and inspectable student models (see morales, pain, bull and kay, 1999). these projects reveal new computational aspects that need further investigation, such as maintaining a diagnostic interaction with/between human agents, externalising portions of the learner model and maintaining different views about the learner model. the aim of this paper is to present a comparative study of learner modelling systems that involve the learner in diagnosis and open the learner model for inspection, change and discussion. we outline potentials of this approach and refer to some problems that need further investigation.
as far as the interactive diagnosis concerns student modelling in intelligent educational systems, this issue is briefly outlined in section 2. the following section discusses the approach where diagnostic systems involve learners in diagnosis. a review of research projects that apply this approach is presented in section 4.
finally, a summary that discusses some achievements and open issues is given. |
| MCCA00 | gordon mccalla, julita vassileva, jim greer, susan bull | active learner modelling | it is common to think of a "learner model" as a global description of a student's understanding of domain content. we propose a notion of learner model where he emphasis is on the modelling process rather than the global description. in this re-formulation there is no one single learner model in the traditional sense, but a virtual infinity of potential models, computed "just in time" about one or more individuals by a particular computational agent to the breadth and depth needed for a specific purpose. learner models are thus fragmented, elativized, local, and often shallow. moreover, social aspects of the learner are perhaps as important as content knowledge. we explore the implications of fragmented learner models, drawing examples from two collaborative learning systems. the main argument is that in distributed support environments that will be characteristic of tomorrow's itss, it will be literally impossible to speak of a learner model as a single distinct entity. rather "learner model" will be considered in its verb sense to be an action that is computed as needed during learning. |
| OLGUI00 | carlos josé m. olguín,
armando luiz n. delgado,
ivan luiz m. ricarte | an agent infrastructure to set collaborative environments | collaborative learning supported through computers seems to be very promising, since advances in computational technology enable the widespread use of tools such as bulletin boards, chats, whiteboards
and even video-conference. however, it is not clear which approach for on-line learning . individual or collaborative . is more effective for the students. this paper addresses a proposal to combine both approaches, taking in account that some advantages related to individual learning, such as self-pacing and establishment of learning goals by the learner, imply in difficulties to establish collaborative settings. this proposal is based upon the dynamic creation and management of study groups of distributed learners sharing on-line material. a model is proposed to set collaboration profiles that would enable to identify potential collaborators, and an agent-based infrastructure is presented to support this model in an on-line learning environment. finally, an example of use of this infrastructure is presented using calm, a learning environment developed on top of the web architecture. |
| SOLL00 | amy soller,
kwang-su cho,
alan lesgold | adaptive support for collaborative learning on the internet | the rapid advance of networking technology has enabled universities and corporate training programs to reach out and educate students who, because of schedule or location constraints, would not otherwise be able to take advantage of many educational opportunities. this new technological capability demands software that can support structured, on-line learning activities; thus we have recently seen the rapid development of computer-supported collaborative learning (cscl) systems (jermann and dillenbourg, 1999; suthers, weiner, connelly, and paolucci, 1995). cscl systems offer web-based software replicas of many of the classic classroom resources and activities. they may provide on-line presentations, lecture
notes, reference material, quizzes, student evaluation scores, and facilities for chat or on-line discussions. successful distance learning programs around the globe have proven almost all of these tools successful. all but one – the support for on-line learning communication. chat tools and bulletin boards enable students to participate in on-line discussions, but provide no guidance or direction to students during or after these learning sessions. students learning via cscl technology need guidance and support on-line, just as students learning in the classroom need support from their instructor (brown and palincsar, 1989). educational environments that embrace intelligent assistance, designed using a sound psychological model of social interaction, free the instructor from having to coach students both on-line and in the classroom. the
epsilon (encouraging positive social interaction while learning on-line) project is an interdisciplinary initiative to develop a smart software agent that can intelligently and adaptively provide sound pedagogical support to students learning collaboratively on-line. in the remainder of this section, we motivate our
research through an example scenario. |