Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186038
R. Legaspi, R. Sison
This paper discusses a machine learning framework that uses extraction, classification, and generalization techniques to classify students according to their cognitive and behavioral learning patterns and to categorize tutoring strategies of expert human tutors. A great deal of the discussion focuses on the use of reinforcement learning techniques, specifically the ?-greedy and temporal difference TD(0) methods in deriving tutoring policies over a class of students. Future works will deal on incremental learning and modification of learned policies while the tutor performs on-line in real-time, and extracting and learning the way expert tutors execute their tutoring activities.
{"title":"A machine learning framework for an expert tutor construction","authors":"R. Legaspi, R. Sison","doi":"10.1109/CIE.2002.1186038","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186038","url":null,"abstract":"This paper discusses a machine learning framework that uses extraction, classification, and generalization techniques to classify students according to their cognitive and behavioral learning patterns and to categorize tutoring strategies of expert human tutors. A great deal of the discussion focuses on the use of reinforcement learning techniques, specifically the ?-greedy and temporal difference TD(0) methods in deriving tutoring policies over a class of students. Future works will deal on incremental learning and modification of learned policies while the tutor performs on-line in real-time, and extracting and learning the way expert tutors execute their tutoring activities.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123781831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1185942
Jianhua Zhao, D. McConnell, Kedong Li, K. Akahori
Group learning is the mainly approach to organize collaborative learning. There are many collaborative learning methods which also can be considered as group learning methods and popularly used in classroom-based environment. If they can be utilized into web-based environment, modeling and simulating work should be finished first. In this paper, the modeling method of the process of STAD (student teams-achievement divisions) was mainly introduced. One of our purposes for this study is to find a common approach, which can be used to simulate a small learning group based on different collaborative learning methods, on the other hand, the optimal solution is to model any small group learning method, but it is quite difficult to realize. Some experiences can be obtained and can be applied to model common group learning process from this study.
{"title":"STAD modeling method for computer supported group learning","authors":"Jianhua Zhao, D. McConnell, Kedong Li, K. Akahori","doi":"10.1109/CIE.2002.1185942","DOIUrl":"https://doi.org/10.1109/CIE.2002.1185942","url":null,"abstract":"Group learning is the mainly approach to organize collaborative learning. There are many collaborative learning methods which also can be considered as group learning methods and popularly used in classroom-based environment. If they can be utilized into web-based environment, modeling and simulating work should be finished first. In this paper, the modeling method of the process of STAD (student teams-achievement divisions) was mainly introduced. One of our purposes for this study is to find a common approach, which can be used to simulate a small learning group based on different collaborative learning methods, on the other hand, the optimal solution is to model any small group learning method, but it is quite difficult to realize. Some experiences can be obtained and can be applied to model common group learning process from this study.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125338028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186032
Geoff Foster
Most widely-used computer software packages, such as word processors, spreadsheets and web browsers, incorporate comprehensive help systems, partly because the software is meant for those with little technical knowledge. This paper identifies four systematic philosophies or approaches to help system delivery, namely the documentation approach, based on written documents, either paper-based or online; the training approach, either offered before the user starts working on the software or on-the-job; intelligent help, that is online, context-sensitive help or that relying on software agents; and finally an approach based on minimalism, defined as providing help only when and where it is needed.
{"title":"Online help systems: learning while working","authors":"Geoff Foster","doi":"10.1109/CIE.2002.1186032","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186032","url":null,"abstract":"Most widely-used computer software packages, such as word processors, spreadsheets and web browsers, incorporate comprehensive help systems, partly because the software is meant for those with little technical knowledge. This paper identifies four systematic philosophies or approaches to help system delivery, namely the documentation approach, based on written documents, either paper-based or online; the training approach, either offered before the user starts working on the software or on-the-job; intelligent help, that is online, context-sensitive help or that relying on software agents; and finally an approach based on minimalism, defined as providing help only when and where it is needed.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114921627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1185904
Ben Rafoth, BY Foreword, Ilona Leki, Kevin Dvorak
This work in progress aims to briefly present the application of writing tutoring as it relates to writing programs and writing centers. The practice of face-to-face tutoring is compared to online tutoring. The initial literature review and the pilot interview found mixed responses to online tutoring among developing ESL writers.
{"title":"Tutoring ESL writers online","authors":"Ben Rafoth, BY Foreword, Ilona Leki, Kevin Dvorak","doi":"10.1109/CIE.2002.1185904","DOIUrl":"https://doi.org/10.1109/CIE.2002.1185904","url":null,"abstract":"This work in progress aims to briefly present the application of writing tutoring as it relates to writing programs and writing centers. The practice of face-to-face tutoring is compared to online tutoring. The initial literature review and the pilot interview found mixed responses to online tutoring among developing ESL writers.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115077240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186021
Sophiana Chua Abdullah, R. Cooley
This paper describes a strategy for evaluating an assessor algorithm through the use of simulated students. The assessor is an adaptive testing strategy elicited from a human expert. The assessor claims an accurate assessment of the student's domain knowledge with a minimum number of questions presented to the student. An evaluation of the assessor is carried out to test the claim. Three types of students are simulated-one who knows all the relevant skills in the subject domain, one who knows a subset of the relevant skills, and one who has one or more malrules. The performance of the assessor in predicting the mastery of skills of each student is analysed. Future work involves the evaluation of its accuracy in the assessment of other types of students, such as students with lucky guesses or careless slips.
{"title":"Using simulated students to evaluate an adaptive testing system","authors":"Sophiana Chua Abdullah, R. Cooley","doi":"10.1109/CIE.2002.1186021","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186021","url":null,"abstract":"This paper describes a strategy for evaluating an assessor algorithm through the use of simulated students. The assessor is an adaptive testing strategy elicited from a human expert. The assessor claims an accurate assessment of the student's domain knowledge with a minimum number of questions presented to the student. An evaluation of the assessor is carried out to test the claim. Three types of students are simulated-one who knows all the relevant skills in the subject domain, one who knows a subset of the relevant skills, and one who has one or more malrules. The performance of the assessor in predicting the mastery of skills of each student is analysed. Future work involves the evaluation of its accuracy in the assessment of other types of students, such as students with lucky guesses or careless slips.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"888 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116378703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186195
Chen-Chung Liu, P. Don, Kun-Lin Chen, Baw-Jhiune Liu
This study attempted to reuse the web learning portfolios to scaffold problem solving for activating students' Zone of Proximal Development. First, we analyzed cases from students' learning portfolios for getting case knowledge and student ability, and then used case based reasoning technology for recommending cases to students. After students referred these cases, we adopted data mining technology and issue-based information system to analyze the match model between students and cases. Finally, we constructed an online case based learning system, which could retrieve and reuse the fitting cases to effectively scaffold problem solving on student learning process.
{"title":"Reusing web learning portfolios by case-based reasoning technology to scaffold problem solving","authors":"Chen-Chung Liu, P. Don, Kun-Lin Chen, Baw-Jhiune Liu","doi":"10.1109/CIE.2002.1186195","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186195","url":null,"abstract":"This study attempted to reuse the web learning portfolios to scaffold problem solving for activating students' Zone of Proximal Development. First, we analyzed cases from students' learning portfolios for getting case knowledge and student ability, and then used case based reasoning technology for recommending cases to students. After students referred these cases, we adopted data mining technology and issue-based information system to analyze the match model between students and cases. Finally, we constructed an online case based learning system, which could retrieve and reuse the fitting cases to effectively scaffold problem solving on student learning process.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122503241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186269
Takeshi Sugiyama, T. Kura, N. Kakehi, Tokiichiro Takahashi
In artistic design education, the teacher instructs each student individually face to face. As a result, it is difficult to share coaching with a third party or to teach distantly. To solve these problems, we have developed Manga University, which is a web-based application to aid artistic design education. It enables distant teaching or shared teaching and provides a learning portfolio for collaboration. It is applicable to several other types of artistic design education, such as fashion design or GUI design for software or the web.
{"title":"Manga University: web-based correction system for artistic design education","authors":"Takeshi Sugiyama, T. Kura, N. Kakehi, Tokiichiro Takahashi","doi":"10.1109/CIE.2002.1186269","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186269","url":null,"abstract":"In artistic design education, the teacher instructs each student individually face to face. As a result, it is difficult to share coaching with a third party or to teach distantly. To solve these problems, we have developed Manga University, which is a web-based application to aid artistic design education. It enables distant teaching or shared teaching and provides a learning portfolio for collaboration. It is applicable to several other types of artistic design education, such as fashion design or GUI design for software or the web.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"282 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122866649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186223
Hiroaki Nakasugi, Yuhei Yamauchi
We have developed a system that helps users acquire historical viewpoints using a wearable computer. This is accomplished by overlaying incidents from the past and live scenes from the present on a see-through display. The purpose of this system is to enable history learners to combine past and present information and obtain a significant notion of the continuity of time through viewing part of the series of events which happened in that very place. In evaluating this system, we found out that users could experience and feel history as a reality. We contend that this system is effective in furthering the motivation of history learners, and we have an expectation that it can become a significant new educational media.
{"title":"Past viewer: Development of wearable learning system for history education","authors":"Hiroaki Nakasugi, Yuhei Yamauchi","doi":"10.1109/CIE.2002.1186223","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186223","url":null,"abstract":"We have developed a system that helps users acquire historical viewpoints using a wearable computer. This is accomplished by overlaying incidents from the past and live scenes from the present on a see-through display. The purpose of this system is to enable history learners to combine past and present information and obtain a significant notion of the continuity of time through viewing part of the series of events which happened in that very place. In evaluating this system, we found out that users could experience and feel history as a reality. We contend that this system is effective in furthering the motivation of history learners, and we have an expectation that it can become a significant new educational media.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122101679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186263
A. Chen, Jyun-Cheng Wang, S. Yang
Simulations and games are widely accepted as a powerful mode of teaching and learning. This is especially so in the field of finance in teaching students the intricacies of stock market trading. In this study, we leverage the power of Internet technology and design a fully functional Internet futures exchange. With respect to academic research, we provide an example of the use of our Internet futures exchange as a research platform to address the issue of market transparency and front runners. This, in itself is an important research question since market transparency level lies at the heart of controversial debates. Empirical data gathered from a controlled laboratory setting may help resolve the controversy. Previous laboratory studies addressing this issue use simplified representations of financial exchanges based on simulated securities whose values are chosen randomly form some predetermined distribution. For our study, we construct a fully functional futures exchange based on real underlying securities on the Internet and conduct our experiments on this exchange. Our obtained results should be more robust than those obtained from simplified financial exchanges used in previous studies. We also analyze the relation between market transparency and front runners. No previous research has been done analyzing this issue in detail. In our study, we make use of our constructed fully functional Internet futures exchange and gather empirical data under alternative exchange designs and varying levels of transparency and front-runner participation. The effect of varying levels of front runner participation on the bid-ask spread and on trading gains and losses can be tested for. Additionally, the effect of varying levels of front runner order quantity (order size) can be tested for.
{"title":"Constructing Internet futures exchange for teaching derivatives trading in financial markets","authors":"A. Chen, Jyun-Cheng Wang, S. Yang","doi":"10.1109/CIE.2002.1186263","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186263","url":null,"abstract":"Simulations and games are widely accepted as a powerful mode of teaching and learning. This is especially so in the field of finance in teaching students the intricacies of stock market trading. In this study, we leverage the power of Internet technology and design a fully functional Internet futures exchange. With respect to academic research, we provide an example of the use of our Internet futures exchange as a research platform to address the issue of market transparency and front runners. This, in itself is an important research question since market transparency level lies at the heart of controversial debates. Empirical data gathered from a controlled laboratory setting may help resolve the controversy. Previous laboratory studies addressing this issue use simplified representations of financial exchanges based on simulated securities whose values are chosen randomly form some predetermined distribution. For our study, we construct a fully functional futures exchange based on real underlying securities on the Internet and conduct our experiments on this exchange. Our obtained results should be more robust than those obtained from simplified financial exchanges used in previous studies. We also analyze the relation between market transparency and front runners. No previous research has been done analyzing this issue in detail. In our study, we make use of our constructed fully functional Internet futures exchange and gather empirical data under alternative exchange designs and varying levels of transparency and front-runner participation. The effect of varying levels of front runner participation on the bid-ask spread and on trading gains and losses can be tested for. Additionally, the effect of varying levels of front runner order quantity (order size) can be tested for.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116596171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186056
W. Keane, T. Keane
In the early 1990s, many private (and some State) schools in Victoria, Australia, developed a laptop program. As a consequence, the main focus of computer use in schools became, "Do you have a laptop program?" For some time the question of computer use in the curriculum became a question of whether every student had access to a computer. Many schools, however chose not have a laptop program. How were these schools going to incorporate computers across the curriculum ? This paper explores the experiences of Parade College which has attempted to develop and promote the integration of computers in the curriculum in the last 12 years. This has led to many failures and some success. Reflection on these experiences has resulted in an integrated approach to the provision of information communications technology in the curriculum.
{"title":"Information & communication technology across the curriculum: a game of snakes and ladders","authors":"W. Keane, T. Keane","doi":"10.1109/CIE.2002.1186056","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186056","url":null,"abstract":"In the early 1990s, many private (and some State) schools in Victoria, Australia, developed a laptop program. As a consequence, the main focus of computer use in schools became, \"Do you have a laptop program?\" For some time the question of computer use in the curriculum became a question of whether every student had access to a computer. Many schools, however chose not have a laptop program. How were these schools going to incorporate computers across the curriculum ? This paper explores the experiences of Parade College which has attempted to develop and promote the integration of computers in the curriculum in the last 12 years. This has led to many failures and some success. Reflection on these experiences has resulted in an integrated approach to the provision of information communications technology in the curriculum.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128793161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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