基于人工智能技术的智能教学系统研究与设计

ITS是人工智能技术在教育中最重要的应用。进入新世纪以来,随着复杂计算、分布式认知、模式识别、知识表示、自然语言的理解、网格计算与计算机可视化等的进步,ITS面临着又一个新的快速发展期。最后给出了一个基于Web和数据挖掘技术的ITS的功能模型、结构模型及系统实现。     

基于WWW智能教学系统的过滤模型

Filter is a key technology of information retrieve of internet. Intelligent tutor system basedon WWW(WWWITS) can tutor several students at the same time,and support the collaboration andcompete learning mode. Filter is also important for WWW-based ITS(WWWITS) ,which is the key fac-tor to implement intelligence and to improve the adaptivity of WWWITS. In this paper,we present twofilter models in WWWITS,and we make further researches on the model ,method ,formalization,and ex-tended HTML based on what We have studied.     

一个智能教学系统的设计模型

本文提出了一个智能远程数学系统的设计模型，并给出了教学策略，学生模型，知识表示与知识获取及其相关功能模块的设计方法     

多模式智能教学系统教学规划与模式调度研究

具有多种教学模式的智能教学系统为适应不同学生的学习风格和学习要求，具有其它智能教学系统不可替代的优势，其关键问题之一是要解决教学规划和教学模式调度问题。提出了多模式智能教学系统的教学规划及教学模式调度的解决方案，以知识点关系图为基础提出了全局教学规划算法，根据对学生学习的评价和教学资源的相关特征为学生选择合适的教学模式并激活之。实验证明这种解决方案能取得令人满意的效果。     

多模式智能教学系统教学模式选择自适应策略

多模式智能教学系统中教学模式的选择是非常重要的问题,提出了一种教学模式选择的自适应策略,用教学模式相适度算法取得适度值,并制订一系列规则微调原先的相适度,根据确定的有限自动机理论,构建了一个自适应决策系统,实现了教学模式选择的自适应。实验表明该策略是提高智能教学系统自适应性的一种有效方法。     

智能教学系统中知识表示模型的研究与设计

研究了智能教学系统功能与结构。分析了知识库模型在智能教学系统中的重要地位;通过对知识库中的教学内容与教学规则两类知识的分析和对超媒体知识表示的研究,构建了一个基于层次结构的超媒体网络模型,并在知识网络图中节点里嵌入教学规则,以实现教学内容的动态组织、呈现和教学过程中的自适应导航。该模型为教学系统的决策与分析提供了智能的辅助手段。     

基于宠物游戏的智能教学系统

通过利用游戏宠物扮演各种教育角色,扩展智能教学系统(intelligent tutoring system,ITS)中的学生模型,从而完成宠物游戏与ITS的有机结合.设计了一个基于宠物游戏的游戏化智能教学系统架构,架构中的宠物模块能记录学习者的学习活动、分析学习者的学习进程.基于该软件架构,实现了一款游戏化智能教学系统--宠物星际旅行,将宠物游戏的游戏化特性引入到了小学分数知识的学习过程中.测试结果表明,学生对该游戏越专注,就能越快地理解和运用所学知识.     

基于WEB的智能教学系统的研究和设计

随着Internet技术的飞速发展,远程教学系统应运而生。本文从智能化和个性化的网络教学角度出发,探讨了智能教学系统的总体需求和设计方案,所设计的系统应用ASP.NET技术,以树型导航的方式来实现网络学习,并能在学习之后进行习题测试和在线答疑。     

智能教学系统中范例推理研究

智能教学系统是目前计算机人工智能领域与教育技术领域的研究热点之一,本文阐述了智能教学系统的概念和特征,并对系统基本框架进行了说明,阐述范例推理的特点和一般过程,对在智能教学系统构建过程使用范例推理来实现模型构建、教学策略选择等作了进一步研究.     

Cognitive learning efficiency through the use of design patterns in teaching

Nowadays we need to teach students how to become flexible problem solvers in a dynamic world. The pace in which technology changes and complexity increases requires increased efficiency in learning and understanding. This requires the engineers of tomorrow to quickly gain knowledge and insight outside their prime area of expertise. To transfer practical, how-to knowledge, to re-use design solutions and to teach students design solutions in the context of a specific domain, design patterns can be used. Design patterns offer a way to transfer knowledge that is more practical and ‘ready for use’ than a generic theory-based transfer of knowledge. However, the advantage of design patterns might go beyond re-use, design efficiency and flexibility. This paper argues that in addition to the benefits described above, there is a specific added value for the use of design patterns by students to acquire design skills and domain knowledge. To analyze this proposition we will analyze the literature on cognitive load and cognitive learning processes, and relate this to experiences from three case studies in which novices and experts were offered design patterns to develop and implement systems and processes. We will reflect on implications of the use of design patterns in computer-based teaching as well as on a potential support tool to improve the accessibility of pattern languages.     

Modular design patterns for hybrid learning and reasoning systems

The unification of statistical (data-driven) and symbolic (knowledge-driven) methods is widely recognized as one of the key challenges of modern AI. Recent years have seen a large number of publications on such hybrid neuro-symbolic AI systems. That rapidly growing literature is highly diverse, mostly empirical, and is lacking a unifying view of the large variety of these hybrid systems. In this paper, we analyze a large body of recent literature and we propose a set of modular design patterns for such hybrid, neuro-symbolic systems. We are able to describe the architecture of a very large number of hybrid systems by composing only a small set of elementary patterns as building blocks. The main contributions of this paper are: 1) a taxonomically organised vocabulary to describe both processes and data structures used in hybrid systems; 2) a set of 15+ design patterns for hybrid AI systems organized in a set of elementary patterns and a set of compositional patterns; 3) an application of these design patterns in two realistic use-cases for hybrid AI systems. Our patterns reveal similarities between systems that were not recognized until now. Finally, our design patterns extend and refine Kautz’s earlier attempt at categorizing neuro-symbolic architectures.

     

探讨以自主学习为导向的信息化教学设计

为了充分利用现代信息技术构建信息化教学环境,有效地获取和利用丰富的信息资源,借助丰富的教学方法和教学手段来优化教学效果,有必要进行科学合理的信息化教学设计。以职业核心能力培养为核心,围绕"微课"资源开发与应用这个主题进行信息化教学设计,以帮助学生进行自主学习,提高学生的学习兴趣,培养学生的创新能力,增强学生的职业竞争能力。     

混合式创意教学法在VB程序设计中的应用

信息科技的飞速发展使得以往单一的教学方式与技巧无法满足现代教育的需要,混合式创意教学法应运而生。混合式教学将传统教学与科技结合,使教学突破时间、空间与距离的限制,弥补了传统教学的缺点。探讨了混合式创意教学模式在VB程序设计课程教学中的应用,根据学科与专业构建不同的课程体系,将网络教学与课堂教学混合,教学案例与专业混合;教学评价采取多元化评测手段,从在线课程讨论、课程提问、出勤及期末考核等方面进行考核评定。     

Learning by teaching with virtual peers and the effects of technological design choices on learning

Advancements in technology have brought about new forms of learning and online instruction that allow communication through virtual representations without physically meeting in person. This study builds on previous work involving recursive feedback that tests the hypothesis that an important facet of learning-by-teaching is the opportunity to watch one's pupil perform. Sixty graduate students examined the value of recursive feedback that occurred when tutors observed their pupil subsequently apply what they had been taught. The study took place in the virtual environment Second Life where adults tutored another adult about human biology through their virtual representations. The tutors who observed their pupil avatar interact with an examiner exhibited superior learning relative to several control conditions that included learning-by-teaching elements but not recursive feedback. The second study examined the effect of popular design choices on recursive feedback during learning-by-teaching (e.g., customization, look-alike features). The customization condition involved tutoring a pupil avatar that the participant customized prior to the study and observing the pupil avatar answer questions. The doppelgänger look-alike condition involved tutoring a pupil avatar that looked like the participant and observing the pupil avatar answer questions. Results showed that conscious awareness of look-alike features and the extent to which one customizes the pupil avatar influences learning.     

Linking learner factors,teaching context,and engagement patterns with MOOC learning outcomes

Prior studies of MOOC learners have focused almost exclusively on behavioural and social aspects of engagement. This paper extends the scope of previous studies by adopting a multi-dimensional, person-centred approach to investigate learner engagement in MOOCs. An analysis of 1,452 self-administered survey responses uncovered three prototypical categories of MOOC learners based on patterns of behavioural, cognitive, emotional and social engagement: (a) “Individually Engaged” learners, (b) “Least Engaged” learners and (c) “Wholly Engaged” learners. The study revealed significant differences among the three cohorts of MOOC participants with respect to learner factors (gender, origin, motivation), teaching context (course level, course duration, form of the assessment) and learning outcomes (course completion, perceived quality of instruction). The results of this study suggest that adopting a multi-dimensional, person-centred approach can be useful for researchers and practitioners to classify MOOC learners into subpopulations, design effective educational interventions that best engage different types of learners, and provide support and scaffolding to individuals with idiosyncratic or problematic engagement patterns.     

Linux课程教学模式的探索与思考

采用案例与任务驱动相结合的教学模式对Linux课程的教学模式进行了改革,以提高学生的积极性与学习的趣味性,达到提高学生学习效果的目的。教学实践表明,所提出的教学模式与方法不但提高了学生的学习兴趣与学习动力,而且提高了教学效果,同时也培养了学生分析问题与解决问题的能力。     

Associativity and normative credal probability

Cox's Theorem is a widely cited motivation for probabilistic models of uncertain belief. The theorem relates the associativity of the logical connectives to that of the arithmetic operations of probability. Recent questions about the correctness of Cox's Theorem have been resolved, but there are new questions about one functional equation used by Cox in 1946. This equation is missing from his later work. Advances in knowledge since 1946 and changes in Cox's research interests explain the equation's disappearance. Other associativity-based motivations avoid functional equations altogether, and so may be more transparently applied to finite domains and discrete beliefs. A discrete counterpart of Cox's Theorem can be assembled from results that have been in the literature since 1959.     

Layered learning design: Towards an integration of learning design and learning object perspectives

The use of ICT to enhance teaching and learning depends on effective design, which operates at many levels of granularity from the small to the very large. This reflects the range of educational problems from course design down to the design of activities focused on specific learning objectives. For maximum impact these layers of design need to be co-ordinated effectively. This paper delineates a reference model of ‘layered learning design’ where designs at one layer should use and incorporate designs from lower (more specific) layers in elegant and powerful ways. This would allow different designers, or tutors, to focus on different levels of abstraction in the learning design process, and to collaborate in combining designs to make a substantial impact on practice.     

A contradiction solving method for complex product conceptual design based on deep learning and technological evolution patterns

Contradictions caused by the various design constraints present increasing challenges to efficiency and innovation in product development. TRIZ provides Inventive Principles (IPs) and Contradiction Matrix that are the most frequently applied in conflict resolution. However, the high-level abstraction and subjective selection of IPs inhibit achieving the transformation process from paradoxical states to physical structures. To fill this gap, a contradiction solving method by integrating deep learning and technological evolution patterns for product conceptual design is proposed, which illustrates the mechanism of contradiction transition from the perspective of system evolution and supplies a systematic and model-based design approach. Firstly, generic engineering parameters are extracted to define the underlying contradictions transformed from critical defects which are found out through function modeling and root-conflict analysis. Then, a fully-connected deep neural network with excellent performance is developed to uncover the non-linear relationships between engineering parameters and evolution patterns. Finally, an evolution tree based on the predicted patterns is constructed to visualize transformation potentials of a technical system and help designers generate innovative specific solutions. In addition, a case study concerning design conflict resolution for beat-up system of three-dimensional tubular weaving machine is used to validate the adaptability and reliability of the proposed approach.