Proceedings in pdf format. - Sociotechnical Systems Engineering ...

More documents

Recommendations

Info

of ontologies in the future development of the system aswell as conclusions are presented.UNDERLYING CONCEPTS OF THE SYSTEMThe qualitative teaching and learning process isachievable under condition of assessment not only of thefinal result, but of process of knowledge acquisitionitself. When assessment is made at the end of thelearning course it is impossible to determine at whatlearning stage a learner has met difficulties, which as aresult have led to, incomplete or insufficient developmentof knowledge and skills and it is also already late to startany remedial actions. Regular assessment of learner'sknowledge level allows to analyze suitability and qualityof learning content and teaching methods and to changethem timely to promote the learning course towardsachievement of desirable learners’ knowledgecharacteristics. Thus, an emphasis of regular assessmentduring teaching and learning process promotes processorientedlearning.In process-oriented learning, a teacher divides alearning course into stages. The notion of the stage is notstrictly defined and it can be any logically complete partof the learning course, for example, a chapter or a topic.At the end of each stage the teacher makes assessment oflearner's knowledge level.Trying to achieve qualitative teaching and learningprocess it is also important to support self-assessment oflearners’ knowledge. The knowledge self-assessmentallows the learner to keep track of his/her progress inlearning, thus, promoting more realized approach to thelearning process and performance of tasks. Providingopportunities of knowledge self-assessment, the teachercan inform about his/her expectations from the learningprocess (Anohina et. al. 2006), and tracking results ofknowledge self-assessment to adjust learning process,making it more individualized.In the proposed system assessment is based on thenotion of concept maps. Concept maps are a method forrepresentation and measuring of individual’s knowledge(Croasdell et. al. 2003) by the means of a visual model,which uses nodes and arcs that represent concepts andconceptual links, respectively. The way how conceptmaps can be used for knowledge assessment in thecontext of process oriented learning, as well as anexample of a concept map for the learning course “SQLFundamentals” is given in (Anohina et. al. 2006).ARCHITECTURE AND FUNCTIONALITY OFTHE SYSTEMThe developed intelligent system consists of anintelligent agent for assessment of learners’ currentknowledge level and a group of human agents, i.e.learners who are communicating with this agent. Theintelligent assessment agent is a core of the system and itincludes the communication, knowledge evaluation,interaction registering, and expert agents now.The following scenario describes interaction betweenthe system and its two users: a teacher and a learner. Theteacher using the system creates concept maps for eachstage of a learning course and defines theircharacteristics. During knowledge assessment the learnergets a structure of a concept map of the current learningstage. The structure is formed by the agent-expert basedon the teacher-created concept map and the learner'sconcept map of the previous stage. At the first stage it isan empty structure with very few initial concepts definedby the teacher. In the subsequent stages new concepts areincluded in addition with those, which the learner alreadyhas correctly inserted during the previous stages. In bothcases the set of concepts which should be inserted intothe structure of the concept map is given to the learner.The formed structure is delivered to the communicationagent for its visualization. The communication agentperceives learner's actions on the working surface, i.e.concept inserting into and removing from the structure ofthe concept map, and clicking on the buttons of solutionsubmission and window closing. After the learner hasconfirmed his/her solution, the communication agentdelivers the learner-completed concept map to the agentof knowledge evaluation. It compares the concept mapsof the learner and the teacher on the basis of recognitionof five patterns of learner’s solutions (Anohina andGrundspenkis 2006) and generates a feedback which isdelivered back to the communication agent and then tothe learner. The interaction-registering agent receivesthe learner-completed concept map from thecommunication agent and results of its comparison withthe teacher-created concept map from the agent ofknowledge evaluation and stores them in a database. Atany time the teacher has an opportunity to examineconcept maps completed by the learner and his/her score.Figure 1 displays the described scenario.The developed system consists of the three majormodules. The administrator module allows to managedata about users, learners and groups of learners, teachersand learning courses providing such functions as datainput, editing and deleting.The teacher’s module supports the teacher in thedevelopment of concept maps and of examining oflearners’ final score. Its main functions are the following:automatic providing of information on learning coursestaught by the teacher and on learners studying aparticular learning course; automatic providing ofinformation about maximum score, the publication statusand the date of a particular concept map within a chosenlearning course; tools for developing, editing anddeleting concept maps; and tools for examining oflearner-completed concept maps and score, as well as fordeleting of the results.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 20062
LEARNER 1GROUP OF HUMAN AGENTSLEARNER i... ...LEARNER NStructure of theconcept map ofthe current stageLearnercompletedconcept mapFeedbackConcept mapsand theircharacteristicsTeachers’conceptmapsTeachercreatedStructure of theconcept map concept map of thecurrent stageCommunication agentLearnercompletedconcept mapFeedbackTEACHERFeedbackLearner’s concept mapof the previous stageLearners’conceptmaps andscoreLearner’sconceptmap andscoreAgentexpertInteractionregisteringagentTeacher-createdconcept mapScoreINTELLIGENT ASSESSMENT AGENTINTELLIGENT KNOWLEDGE ASSESSMENT SYSTEMKnowledgeevaluationagentLearner-completedconcept mapFigure 1. The scenario of the system’s operation.The learner’s module includes the followingfunctionality: automatic providing of information onlearning courses studied by the learner and on conceptmaps within learning courses (stage, status ofpublication and learner’s score); tools for filling ofconcept maps provided by the teacher; tools forviewing feedback after the learner has submittedhis/her solution.The modules interact sharing a common databasewhich stores data about teachers and their learningcourses, learners and groups of learners, teachercreatedand learner-completed concept maps, learners’final score and system’s users (see Figure 2).The functionality of the system and its client/serverarchitecture in details are described in (Anohina andGrundspenkis 2006). Such system functions as thedevelopment of a new concept map by the teacher andexamining of learners’ results, as well as concept mapfilling by the learner in the form of use case diagramsare given in (Anohina et. al. 2006).LEARNER MODULETEACHER MODULEDATABASEData about:users,teachers andlearningcourses,learners andgroups oflearners,teachercreatedandlearnercompletedconceptmaps,learners’ADMINISTRATOR MODULEINTELLIGENT KNOWLEDGEASSESSMENT SYSTEMFigure 2. The system’s architecture in terms ofmodules.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 20063
Page 1 and 2: ISBN 9984-633-03-9Annual Proceeding
Page 3 and 4: “Development of Creative Human -
Page 5 and 6: TABLE OF CONTENTSINTELLIGENT SYSTEM
Page 7: INTELLIGENT SYSTEM FOR LEARNERS’
Page 11 and 12: QuantityQuantityFigure 6. Distribut
Page 13 and 14: LEARNERStructure of theconcept mapL
Page 15 and 16: WEB-BASED INTELLIGENT TUTORING SYST
Page 17 and 18: materials to be presented and which
Page 19 and 20: INFORMATION TECHNOLOGIES AND E-LEAR
Page 21 and 22: correspondence with the course aim
Page 23 and 24: projects and through IT. Hence, it
Page 25 and 26: APPLICATION OF MODELING METHODS IN
Page 27 and 28: can support configuration managemen
Page 29 and 30: The EKD is one of the Enterprise mo
Page 31 and 32: CHANGES TO TRAINING AND PERSPECTIVE
Page 33 and 34: or an end, yet none of these attitu
Page 35 and 36: make decisions. It cannot be volunt
Page 37 and 38: logs), data and video conferencing
Page 39 and 40: Ability to follow user’s multi-ta
Page 41 and 42: CONCLUSIONSEDUSA method gives us a
Page 43 and 44: in successful SD. Given this situat
Page 45 and 46: SPATIAL INFORMATIONFor the visualis
Page 47 and 48: MOBILE TECHNOLOGIES USE IN SERVICES
Page 49 and 50: learning environment (Learning Mana
Page 51 and 52: ago only some curricula on Logistic
Page 53 and 54: The Web-based version can be access
Page 55 and 56: Web-portal, which incorporates diff
Page 57 and 58: DO INTELLIGENT OBJECTS AUTOMATICALL
Page 59 and 60:
Table 1. Examples for introducing R
Page 61 and 62:
workable influencing of the process
Page 63 and 64:
are handed over to the objects and
Page 65 and 66:
• Basic processes, such as wareho
Page 67 and 68:
THE ECR E-COACH: A VIRTUAL COACHING
Page 69 and 70:
participating in the workshops and
Page 71 and 72:
• Assessment modules enable indiv
Page 73 and 74:
with pictures and illustrated graph
Page 75 and 76:
ECR Question Banknumber category su
Page 77 and 78:
educational programme that follows
Page 79 and 80:
DEVELOPMENT OF WEB BASED GRAVITY MO
Page 81 and 82:
These results of a model require a
Page 83 and 84:
CONCLUSIONSThe main goal of work ha
Page 85 and 86:
dimension and included within any o
Page 87 and 88:
• Resources sharing by providing
Page 89 and 90:
Pursuant to the guidelines of elect
Page 91 and 92:
tariffs of regulated services have
Page 93 and 94:
INFORMATION TECHNOLOGY FOR MOTIVATI
Page 95 and 96:
difficult to predict when and for w
Page 97 and 98:
Listeners' workon the WebListenersS
Page 99 and 100:
PERSPECTIVES OF WEB PAGE AND E-MAIL
Page 101 and 102:
INCREASE IN THE NUMBER OF INTERNETU
Page 103 and 104:
tourism accommodations (home pages
Page 105 and 106:
interactive relationships with clie
Page 107 and 108:
• The data obtained by the resear
Page 109 and 110:
Central Statistical Bureau of Latvi
Page 111 and 112:
departures for 1995 are taken from
Page 113 and 114:
120100maximumworldminimum806040200-
Page 115 and 116:
140120maximumworldminimum1008060402
Page 117 and 118:
would be a promising extension. Cur
Page 119 and 120:
AN OVERVIEW OF THE AGENT − BASED
Page 121 and 122:
Suitability for social system simul
Page 123 and 124:
6. MASONDescription:MASON is a fast
Page 125 and 126:
Suitability for social system simul
Page 127 and 128:
could be bad particularly when over
Page 129 and 130:
(for 10 repeat &| CCar[]->runfor);P
Page 131 and 132:
• Streaming audio• Collaboratio
Page 133 and 134:
NECESSITY OF NEW LAYERED APPROACH T
Page 135 and 136:
Up to now, there has only been limi
Page 137 and 138:
aaaaa6= −aa2,1 = − a0,3226= −
Page 139 and 140:
∂ u∂x∂ u∂y2 2+ b = 02 2wher
Page 141 and 142:
a6,3= −2030a4,5−130a4,3- - - -
Page 143 and 144:
0,10,20,30,4( )Mag x y y Ge wx2, =
Page 145 and 146:
Example 1. To understand better the
Page 147 and 148:
Therefore, further the following co
Page 149 and 150:
SOLUTION OF THE THREE-DIMENSIONALEQ
Page 151 and 152:
Mag1, m , m , m1 2 3= mm1 m2m32 2 2
Page 153 and 154:
MagMag0, m , m , m1 2 31, m , m , m
Page 155:
CONCLUSIONSThe basic content of thi
show all

Proceedings in pdf format. - Sociotechnical Systems Engineering ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?