智能技术驱动在线教育创新发展

智能技术是教育变革的核心动力。本文以情境认知理论、具身认知理论以及多模态认知理论为理论依据,探讨了在智能技术支持下,在线教育逐渐形成三维立体的在线教学资源、高度仿真的在线学习环境、自然灵活的在线交互方式以及科学高效的在线教学评价等新样态。与此同时,作者列举了一些典型的智能技术在在线教育中的应用,以期为解决在线教育中存在的问题提供有益参考。     

一种分布式智能推荐系统的设计与实现

E-Learning作为一种全新的网络教育模式，为在线学员提供越来越多学习资源的同时，其结构也变得更加复杂，在线学员经常会迷失在大量的信息空间中，无法顺利找到自己所需的学习资源。引入移动Agent技术，提出一种面向E-Learning的集成群Agent与Web服务的分布式智能推荐系统（Multi Agent System ＆ Web Services Intelligent Recommendation System．MASWSIRS），其能有效地帮助学员找到所需的信息。构造了MASWSIRS的体系结构，说明了系统的工作流程；详细阐述了MASWSIRS的各主要功能模块的实现算法，包括系统整体实现算法、系统聚簇算法及推荐算法。通过对系统的应用与性能监测来看，系统实现切实可行且运行性能良好。     

具有情感交互功能的智能E-learning系统

分析了网络教学中普遍存在的情感缺失问题.将模糊情感技术应用于网络教学,构建了以Agent为核心的智能E-learning系统,实现了个性化教学和学习者情感识别;系统以模糊教学为基础构建在线学习评价系统,利用智能Agent及时捕捉学生在线学习时的情感信息和学习状态,并根据学习者的不同学习状态和学习评价结果及时做出情绪反应.     

用于入侵检测的贝叶斯网络

大型网络的入侵检测主要采用多个分布式代理(Agent)．这些代理具有一定的智能以便处理各种入侵．文章提出用贝叶斯网络构造各Agent，这样的Agent具有学习、快速识别和对不完备数据集的处理能力，从而使系统具有更好的适应性．最后用一实例来说明贝叶斯网络在入侵检测领域内的应用．     

基于网络教育的留言板管理技术研究

在半自动管理模式中需要建立一个 Agent智能代理和对在线专家建立专家库。自主性 Agent应是具有自身计算功能的自动控制行为的实体 ,目前 Agent的应用多为多 Agent的使用 ,而多 Agent的最大优势就是网上协作。对在新型管理模式中用到的关键技术 ,诸如 :提高访问效率、智能检索及动态问题匹配等进行了探讨     

基于移动Agent的代理群的分布式网络管理模型

移动Agent技术的出现给网络管理带来了一次革命,很快成为国内外研究的热点。移动Agent是能够在网上移动并完成相应任务的智能体,它具有移动性、智能性、并行性、自治性、持续性等特点。根据移动Agent以及动态SNMP代理群进行网络管理的优点,该文提出了一种结合移动Agent和代理群的分布式网络管理模型,充分发挥移动Agent代理群的优势。     

基于多Agent的适应性网络教学系统设计

当前的智能教学系统对于用户提出的适应性学习服务实现效果尚不理想,突出体现在不能根据学生的学习特点提供相应的学习方式.将Agent技术引入智能教学系统,构建了一种基于多Agent的适应性网络教学系统框架,分析了框架内各Agent的功能和工作过程,提出了一个学生学习特征提取和处理的模型.通过动态跟踪学习记录,采用向量相似度计算寻找一种与学习者相适应的学习风格,为学生提供适应性的学习服务.     

智能MAS在分布式远程教学系统中的应用研究

智能多代理系统（Multi—Agent System,MAS）和模糊理论都是人工智能领域的研究热点,教学系统中的子系统Agent可以作为网络教学管理员、教师、甚至作为教学对象陪伴学生学习。在基于MAS的分布式网络教学系统中引入模糊理论,可以实现优势互补,在分布式结构的基础上实现智能教学、学习评估,对网络教学技术的发展具有重要的现实意义。     

基于角色和CSCL的智能网络协作模型

为深入研究智能Agent在开放动态的网络环境中的应用，把角色机制应用到网络学习环境中，提出了一种新型的基于CSCL的智能网络协作模型，给出了智能Agent的结构表示及功能，并从多角色的角度给出了模型中Agent的分类。最后以共同学习活动为例，对Agent之间基于角色的协作过程进行了形式化描述。     

基于P2P的信息共享Agent的研究

Napster和Gnutella各有其优点和不足,为了克服它们的不足之处,该文提出了基于Agent的Super-Peers网络结构。网络中的信息剧增,为了克服传统的关键字查找方法的不精确性,Agent采用元数据进行精确查找。每个节点的Agent提供主动服务和智能搜索功能。在P2P搜索过程中,提出了一种解决双方都不在线情况下的基于元数据的查找及下载所需信息的方法。     

An extensible approach to visually editing adaptive learning activities and designs based on services

Learning management systems (LMS) provide an operational environment in which an online course can be created and later executed. Inter-operation between creators and their authoring facilities, and the LMS execution engine are based on defining standards and specifications, such as the IMS Learning Design (LD). Because an LMS better serves as a course player than as a course creator, a large number of approaches and environments for standards-compliant course authoring have been developed. These approaches and environments propose a number of issues that deal with how adaptations are edited and how to define the connection of learning activities with external learning applications and services. These questions have raised concern, mostly because of the excessive commitment of the creators’ methods and tools used with an educational modeling language, as well as the isolation of the language used to describe the course from the host LMS. This work describes an abstract, extendible language used to specify the learning design of a course, which can be transformed into any LD language as required by the execution environment. The language is used from a generative authoring environment that offers the possibility of editing web services as an additional resource to assess learning activities.     

Inventing motivates and prepares student teachers for computer‐based learning

A brief, problem‐oriented phase such as an inventing activity is one potential instructional method for preparing learners not only cognitively but also motivationally for learning. Student teachers often need to overcome motivational barriers in order to use computer‐based learning opportunities. In a preliminary experiment, we found that student teachers who were given paper‐based course material spent more time on follow‐up coursework than teachers who were given a well‐developed computer‐based learning environment (CBLE), leading to higher learning outcomes. Thus, we tested inventing as an instructional method that may help overcome motivational barriers of teachers' use of computer‐supported tools or learning environments in our main experimental study (N = 44). As a computer‐based environment, we used the ‘Assessment of Learning strategies in Learning journals’. The inventing group produced ideas about criteria to evaluate learning strategies based on student cases prior to the learning phase. The control condition read a text containing possible answers to the inventing problem. The inventing activity enhanced motivation prior to the learning phase and assessment skills as assessed by transfer problems. Hence, the inventing activity prepared student teachers to learn from a CBLE in a motivational as well as cognitive way.     

Personalized Learning Course Planner with E-learning DSS using user profile

Various methods of E-learning systems, based on information and communications, and geared towards improving learning effectiveness and students’ attention span, have been studied. However, most E-learning systems force students to follow the learning course or content established by a teacher. These methods are convenient, but they limit the effectiveness of E-learning.To overcome this limitation and increase effective learning, new techniques that reflect alternative learning styles, such as adaptive learning and personalized learning, have been studied. In this study, we proposed a Personalized Learning Course Planner (PLCP) that allows students to easily select the learning course they desire. User profile data was collected from the students’ initial priorities about learning contents as well as the test scores after their study. E-Learning Decision Support System (EL-DSS) in PLCP suggests an appropriate learning course organization, according to calculated results based on the user profile data.To verify the effectiveness of the proposed system, we implemented an English learning system consisting of PLCP. We conducted an experiment with 30 university students and evaluated students’ satisfaction by questionnaire analysis. The results indicate that the proposed system improved learning effectiveness and student satisfaction. Further investigation of the participants indicated that suggesting a learning course suitable for students’ previous test scores and priorities encouraged students to concentrate on the lesson.     

基于Super Peer的P2P e-Learning模型

在分析各种P2P网络特点的基础上,提出了分布式环境中基于超节点的P2P e-Learning模型。对特定peer组中超节点的加入和超节点的服务进行了具体描述。针对e-Learning的特性,给出了模型中的数据抽象和本体描述,并对该P2P网络模型在文件传输方面的性能做了分析。     

Sharing instructors experience of learning management system: A technology perspective of user satisfaction in distance learning course

The use of educational technology increased rapidly in higher education. Learning Management System (LMS) is the most popular educational technology system used in distance learning. There are only a few studies have been carried out to measure instructors satisfaction in distance learning courses, although instructors satisfaction is considered as very important for the course involvement and increasing the students interactions with the course content. Hence, this study proposed a detailed framework to measure instructors’ satisfaction of using LMS. The findings prove that perceived usefulness and service quality are taking the highest share on affecting the instructor satisfactions. This study limited to higher education’s instructors and used a questionnaire survey to collect the data. Hence, the LMS should be designed based on the needs of the instructors as well as the students, by adopting the latest technologies. In the contrary, building LMS without taking the instructors’ satisfaction into account will affect negatively the distance learning course outcomes.     

中医药院校本科机器学习课程教改实践探索

《机器学习导论》作为生物医学工程专业本科阶段的一门重要的专业课,涉及的先修知识广泛,要求学生具备一定的专业知识和综合应用能力。单单基于传统讲授法,很难取得良好的教学效果。针对该课程在传统教学模式下存在的主要问题,该文提出一种基于O-PIRTAS翻转课堂的教学新模式,将生物医学工程方面的人工智能应用与该课程教学重点有机结合,旨在通过增加学生的学习胜任力,激发其内在的学习动机,提高教学效果。     

以学生为中心的机械制图混合式教学模式研究与实践

针对机械制图课程教学中学生空间想象能力培养困难、自我约束力较差、学习主 动性不高的现状，借鉴美国高校自20 世纪80 年代以来开展的“以学生为中心(SC)”的本科教育 改革经验，在对布鲁姆“掌握学习”理论充分认识、学习的基础上，在教学中开展SC 的大班授 课、小班研讨、线上与线下、课内与课外和理论与实践相结合的混合式教学实践，促进了学生 自主学习，强化了教学效果，提升了教学质量。     

Effects of an online learning community on active and reflective learners’ learning performance and attitudes in a face-to-face undergraduate course

The purpose of this study was to examine the effects of an Online Learning Community (OLC) on active and reflective learners’ learning performance and attitude in a face-to-face undergraduate digital design course. 814 freshmen in an introductory digital design course were randomly assigned to one of two treatments: one offered students an OLC, which required students to discuss their assignments and readings online and participate in certain online learning activities; the other one did not offer the OLC (NC: no online learning community), but required involving students in face-to-face discussion. Individual students’ learning styles were measured using Felder and Solomon’s Index of Learning Styles Questionnaire. Results indicated that both active and reflective learners in the OLC intervention performed significantly better than those who were in the NC intervention. Results also indicated that active learners performed significantly better than reflective learners in the NC intervention; however, reflective learners performed significantly better than active learners in the OLC intervention. No significant difference between active and reflective learners’ attitudes was found. These findings indicated that OLC might be an effective means for improving both active and reflective learners’ learning performance and attitudes; however, its effects on active learners might not be as great as on reflective learners.     

基于SVM多分类决策树的研究综述

支持向量机(Support Vector Machine,SVM)是一种基于统计学习理论的机器学习方法,由于其出色的学习性能,早已成为当前机器学习界的研究热点;而决策树是一种功能强大且相当受欢迎的分类和预测工具。本文重点介绍支持向量机与决策树结合解决多分类问题的算法,并对其进行评析和总结。     

Informatics meets foreign languages COOL ideas for a cross-curricular cooperation

Informatics or computer science (the terms informatics and computer science are used as synonyms in this paper) in Austrian secondary schools is often considered “difficult” and “not interesting” because of mainly mathematical and economical contents. But informatics is much more; it is used in almost every part of the working life and can also cooperate with every subject at school. It offers a wide range of possibilities for COOL (COoperative Open Learning), an Austrian teaching model based on the Dalton Plan that provides also cooperation between different subject matters. Besides the COOL concept this paper describes some ideas for cooperation between informatics and foreign languages at secondary schools and at University level besides just ICT (Information and Communication Technology) or computer-assisted language learning. The presented tasks are part of the project “COOL Informatics” (according to COoperative Open Learning) that aims at developing COOL teaching material based on neurodidactical (Neurodidactics is a relatively young research field that combines the findings of brain research, pedagogy, cognitive psychology and other related fields.) principles for informatics and cross-curricular cooperation from primary school up to University. On the basis of the developed material the following main research questions of the project shall be examined in the course of the next school year: (1) Can COoperative Open Learning methods help to enhance learning? (2) Can learning be enhanced by considering neurodidactical principles in the design of teaching material and in the classroom? As the first test phase of the developed material is still in progress the evaluation is not available at the moment. But the first informal feedback of a vocational school and a programming course at the University shows that it is worth fostering COoperative Open Learning and cross-curricular cooperation.