Pub Date : 1900-01-01DOI: 10.7551/mitpress/11956.003.0023
{"title":"Characteristics of the Learning Problem in Situated Interactive Task Learning","authors":"","doi":"10.7551/mitpress/11956.003.0023","DOIUrl":"https://doi.org/10.7551/mitpress/11956.003.0023","url":null,"abstract":"","PeriodicalId":270359,"journal":{"name":"Interactive Task Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121144990","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 : 1900-01-01DOI: 10.7551/mitpress/11956.003.0025
Matthias Scheutz
ions from low-level data. Moreover, being able to ask the human instructor for help (e.g., explanations or alternatives for action) does not exist in a data-driven approach; if the answer is not in the data, no statistical process in the world will be able to extract it. However, there are potential downsides to ITL as well, in particular for humans. Humans would have to engage with an autonomous machine over possibly extended periods of time in a way that would lead to successful knowledge acquisition for the machine. Some effects would be limited to the teaching interaction itself, whereas others could extend far beyond the teaching context. In the following, we examine three classes of ethical aspects as they arise in ITL: 1. What is being taught and what are the associated risks? 2. What are the dynamics of human-machine instruction? 3. What effects will ITL have on human instructors and society?
{"title":"Ethical Aspects and Challenges for Interactive Task Learning","authors":"Matthias Scheutz","doi":"10.7551/mitpress/11956.003.0025","DOIUrl":"https://doi.org/10.7551/mitpress/11956.003.0025","url":null,"abstract":"ions from low-level data. Moreover, being able to ask the human instructor for help (e.g., explanations or alternatives for action) does not exist in a data-driven approach; if the answer is not in the data, no statistical process in the world will be able to extract it. However, there are potential downsides to ITL as well, in particular for humans. Humans would have to engage with an autonomous machine over possibly extended periods of time in a way that would lead to successful knowledge acquisition for the machine. Some effects would be limited to the teaching interaction itself, whereas others could extend far beyond the teaching context. In the following, we examine three classes of ethical aspects as they arise in ITL: 1. What is being taught and what are the associated risks? 2. What are the dynamics of human-machine instruction? 3. What effects will ITL have on human instructors and society?","PeriodicalId":270359,"journal":{"name":"Interactive Task Learning","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128674138","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 : 1900-01-01DOI: 10.7551/mitpress/11956.003.0013
J. Chai, M. Cakmak, C. Sidner
This chapter focuses on the main challenges and research opportunities in enabling natural interaction to support interactive task learning. Interaction is an exchange of communicative actions between a teacher and a learner. Natural interaction is viewed as an interaction between a human and an agent that leverages ways in which humans naturally communicate and does not require the human to have any prior expertise. The goal of communication is to achieve common ground and allow the learner to acquire new task knowledge. This chapter outlines the different types of knowledge that can be transferred between agents and discusses the perception, action, and coordination capabilities that enable teaching-learning interactions.
{"title":"Teaching Robots New Tasks through Natural Interaction","authors":"J. Chai, M. Cakmak, C. Sidner","doi":"10.7551/mitpress/11956.003.0013","DOIUrl":"https://doi.org/10.7551/mitpress/11956.003.0013","url":null,"abstract":"This chapter focuses on the main challenges and research opportunities in enabling natural interaction to support interactive task learning. Interaction is an exchange of communicative actions between a teacher and a learner. Natural interaction is viewed as an interaction between a human and an agent that leverages ways in which humans naturally communicate and does not require the human to have any prior expertise. The goal of communication is to achieve common ground and allow the learner to acquire new task knowledge. This chapter outlines the different types of knowledge that can be transferred between agents and discusses the perception, action, and coordination capabilities that enable teaching-learning interactions.","PeriodicalId":270359,"journal":{"name":"Interactive Task Learning","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125596204","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 : 1900-01-01DOI: 10.7551/mitpress/11956.003.0004
{"title":"Framing the Problem of Interactive Task Learning","authors":"","doi":"10.7551/mitpress/11956.003.0004","DOIUrl":"https://doi.org/10.7551/mitpress/11956.003.0004","url":null,"abstract":"","PeriodicalId":270359,"journal":{"name":"Interactive Task Learning","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121676983","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 : 1900-01-01DOI: 10.7551/mitpress/11956.003.0017
K. VanLehn
People teaching an agent or robot might use the same methods that they use when tutoring a human student. Because teaching agents and robots is a central topic of this Ernst Strüngmann Forum, this chapter reviews research that characterizes human tutoring. Most of this research was done to improve the design of computer-based tutoring systems, which were assumed to be inferior to human tutors. However, it turns out that human tutors and a certain class of tutoring systems actually behave quite similarly, and their effectiveness is about the same. This chapter begins with a description of prototypical human tutoring behavior before discussing some common hypotheses about human tutoring behavior, which turn out to be unsupported by studies. It concludes with an attempt to synthesize these descriptions and apply them to the goals set forth at this Forum.
{"title":"What Do Human Tutors Do?","authors":"K. VanLehn","doi":"10.7551/mitpress/11956.003.0017","DOIUrl":"https://doi.org/10.7551/mitpress/11956.003.0017","url":null,"abstract":"People teaching an agent or robot might use the same methods that they use when tutoring a human student. Because teaching agents and robots is a central topic of this Ernst Strüngmann Forum, this chapter reviews research that characterizes human tutoring. Most of this research was done to improve the design of computer-based tutoring systems, which were assumed to be inferior to human tutors. However, it turns out that human tutors and a certain class of tutoring systems actually behave quite similarly, and their effectiveness is about the same. This chapter begins with a description of prototypical human tutoring behavior before discussing some common hypotheses about human tutoring behavior, which turn out to be unsupported by studies. It concludes with an attempt to synthesize these descriptions and apply them to the goals set forth at this Forum.","PeriodicalId":270359,"journal":{"name":"Interactive Task Learning","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114298641","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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