Z规格说明自动生成器

形式化Z语言采用严格的数学理论可以有效提高软件的可靠性和鲁棒性,但是由于其包含的数学理论使得只有少数人能够熟练应用Z语言进行形式化规格说明书的编写.目前,多数对于Z语言的研究集中在理论阶段,还没有相应的工具支持Z规格说明的自动生成.本文中对于Z规格说明自动生成器的研究有助于降低Z规格说明书的编写难度,降低了形式化开发的难度及成本,对于形式化Z语言的推广具有重要的意义.     

Research and development of web-based virtual online classroom

To build a web-based virtual learning environment depends on information technologies, concerns technology supporting learning methods and theories. A web-based virtual online classroom is designed and developed based on learning theories and streaming media technologies. And it is composed of two parts: instructional communicating environment (ICE) and collaborative learning environment (CLE). ICE provides learners with learning materials, lecture videos, and interactive environment etc. CLE supports active learning by providing the environment with learning tools, learning materials and contextual discussion for learners. The environments are designed with event-based synchronous strategies and e-learning technologies standards.     

A programming language for learning environments

Most of the recent research on programming languages for education has been centered around the language Logo. In this paper we introduce another candidate language for learning environments, Nial, the nested interactive array language.
Nial is a general-purpose programming language based on a formal theory of mathematics called array theory. This paper introduces Nial as a language for learning programming and developing and using computer-aided instruction tools. A comparison with Logo is provided to evaluate these two languages in terms of their strengths and weaknesses as programming environments for novice programmers. We also demonstrate that a programming environment can be both simple to leam at the novice level and extendible to a powerful and sophisticated language.     

Cognitive effectiveness of visual instructional design languages

The introduction of learning technologies into education is making the design of courses and instructional materials an increasingly complex task. Instructional design languages are identified as conceptual tools for achieving more standardized and, at the same time, more creative design solutions, as well as enhancing communication and transparency in the design process. In this article we discuss differences in cognitive aspects of three visual instructional design languages (E²ML, PoEML, coUML), based on user evaluation. Cognitive aspects are of relevance for learning a design language, creating models with it, and understanding models created using it. The findings should enable language constructors to improve the usability of visual instructional design languages in the future. The paper concludes with directions with regard to how future research on visual instructional design languages could strengthen their value and enhance their actual use by educators and designers by synthesizing existing efforts into a unified modeling approach for VIDLs.     

Supporting Tele-Teaching: visualization aspects

A strong trend towards use of collaborative systems in teaching can be observed. Often first experience is gained by conducting seminars or lectures with existing tools, e.g. using the MBone. These tests generally find that the support of existing, mainly generic tools is not adequate for Tele-teaching. While some projects address learning aspects directly, these tend to be limited in scalability, mainly addressing smaller groups. Our approach is to develop a general framework (MACS: Modular Advanced Collaboration System) and basic components which can be used in a variety of scenarios. Currently the two main scenarios supported are a discussion group consisting of few (about 10) participants with equal rights, and a lecture scenario with more participants (up to 100) and a lecturer in control. For these scenarios, not only aspects of session control are relevant, but methods as well to provide feedback to the lecturer about the current session. This is achieved through a combination of visualization methods customized for the selected scenario. The session control uses a graphical representation of a room typically used in the specified scenario in order to provide feedback and to allow ease of use. The control marks tools currently in use allowing the lecturer and students to easily identify and participate in the corresponding media representation (e.g. audio and video). A special feedback tool allows rating, and can be used to gain feedback from the students about the received video and audio quality, the speed of presentation or any other resource one wants a rating on. These visualization measures combined with the floor control provided by MACS allow to conduct a lecture in an efficient manner.     

基于高阶逻辑的复杂结构归纳学习研究

归纳学习的目的在于发现样例与离散的类之间的映射关系,样例及归纳的映射都需用某个形式化语言描述.归纳学习器采用的形式化语言经历了属性-值语言、一阶逻辑、类型化的高阶逻辑三个阶段,后者能克服前二者在知识表达及学习过程中的很多缺点.本文首先阐述了基于高阶逻辑的复杂结构归纳学习产生的历史背景;其次介绍了基于高阶逻辑的编程语言--Escher的知识描述形式及目前已提出的三种学习方法;复杂结构的归纳学习在机器学习领域的应用及如何解决一些现实问题的讨论随后给出; 最后分析了复杂结构归纳学习的研究所面临的挑战性问题.     

基于深度学习的语言模型研究进展

语言模型旨在对语言的内隐知识进行表示,作为自然语言处理的基本问题,一直广受关注.基于深度学习的语言模型是目前自然语言处理领域的研究热点,通过预训练-微调技术展现了内在强大的表示能力,并能够大幅提升下游任务性能.围绕语言模型基本原理和不同应用方向,以神经概率语言模型与预训练语言模型作为深度学习与自然语言处理结合的切入点,...     

一种在Internet环境下提交与发布Z规格说明的方法

用形式方法开发软件可提高软件系统的正确性和可靠性，并可提高软件开发的效率。Z是一种基于状态的形式规格说明语言。但是一直以来形式方法在工业上不能得到普遍的应用，一个原因是它缺乏有效的支持工具以及向通用的工业标准转化的连接。本文首先用JAVA语言和XML开发了一种方法，使得用户能够在不同的平台上、不同的浏览器上利用GUI的方式编辑Z规格说明，进而转化成服务器端的以XML方式描述的Z模式。通过XSL所定义的格式，又将以XML方式描述的Z发布到网页上。从而实现了Z规格说明在WWW环境下的共享与发布。     

基于参照的对词结构操作语义的归纳学习

心理语言学的研究和认知发展过程证明在语言获得的早期经历了一个自主的归纳学习过程,本文的出发点是语言发展的规律,并将词结构形式语义的获得过程和表示基础放在一个具有统一的语言理解和语言产生机制的语言信息加工模型中来考虑。本文讨论了一个基于实例的机器学习系统,为了获得词结构的形式语义,采用了操作语义的定义,并设计了一个基于参照的发现学习算法,其目的是使语义能伴随例句样本的丰富而精密化。     

Teachers’ beliefs about learning from multimedia

Opinions about the psychological correlates of multimedia computer-supported instructional tools were analyzed by means of a questionnaire concerning the motivational and emotional aspects of multimedia learning, the strategies to be followed during the learning process, the mental abilities and the style of thinking required, the cognitive benefits and outcomes. The questionnaire was distributed to 272 teachers working in kindergarten, primary, and secondary schools. Gender and previous experience with multimedia, as well as the disciplinary fields taught by secondary school teachers, were taken into account. Respondents identified a large number of non-trivial instructional opportunities from multimedia and showed well-defined and internally articulated beliefs. No significant gender effect was found. Differences of school level, disciplinary field, and direct experience with multimedia tools affected a part of the teachers’ representation. Implications for instruction were discussed.     

基于Object—Z的UML对象模型的形式化

1 引言 UML作为面向对象的可视化建模语言,己被对象管理集团(OMG)作为面向对象分析和设计的标准,获得了众多工具的支持。UML提供了不同抽象层次的描述以支持面向对象的分析、设计和实施,它从不同的视图描述软件系统,减少了建模的复杂度,更为重要的是建立了基于元模型的体系结构,提供了较为灵活的扩充机制,使开发人员可以根据不同的领域需求定制UML,也易于加入新的建模概念。     

The computational experiment and its effects on approach to learning and beliefs on physics

Contemporary instructional approaches expect students to be active producers of knowledge. This leads to the need for creation of instructional tools and tasks that can offer students opportunities for active learning. This study examines the effect of a computational experiment as an instructional tool-for Grade 12 students, using a computer simulation environment created in Java for the domain of “linear oscillations without damping”.     

概率图模型研究进展综述

概率图模型作为一类有力的工具,能够简洁地表示复杂的概率分布,有效地(近似)计算边缘分布和条件分布,方便地学习概率模型中的参数和超参数.因此,它作为一种处理不确定性的形式化方法,被广泛应用于需要进行自动的概率推理的场合,例如计算机视觉、自然语言处理.回顾了有关概率图模型的表示、推理和学习的基本概念和主要结果,并详细介绍了这些方法在两种重要的概率模型中的应用.还回顾了在加速经典近似推理算法方面的新进展.最后讨论了相关方向的研究前景.     

A moderate constructivist e-learning instructional model evaluated on computer specialists

This paper presents a novel instructional model for e-learning and an evaluation study to determine the effectiveness of this model for teaching Java language programming to information technology specialists working for the Spanish Public Administration. This is a general-purpose model that combines objectivist and constructivist learning theories and is based on the concept of learning objective. The purpose of the evaluation study is to find out whether the results of using this distance learning instructional model to teach this subject are comparable to learning in a traditional face-to-face classroom, with the plus of eliminating travel and maintenance expenses of the public servants attending the course and also saving time. The learners, selected at random to participate in this study, were divided into three groups depending on the type of teaching/learning they received: traditional classroom, distance learning with virtualized course contents and distance learning based on the proposed instructional model. The results indicate that the grades and satisfaction levels were similar for learners taught using the proposed instructional model and learners taught in the traditional classroom. Moreover, they were substantially better than for distance learning with virtualized contents, although the mean course learning time is greater.     

State-rich model checking

In this paper we survey the area of formal verification techniques, with emphasis on model checking due to its wide acceptance by both academia and industry. The major approaches and their characteristics are presented, together with the main problems faced while trying to apply them. With the increased complexity of systems, as well as interest in software correctness, the demand for more powerful automatic techniques is pushing the theories and tools towards integration. We discuss the state of the art in combining formal methods tools, mainly model checking with theorem proving and abstract interpretation. In particular, we present our own recent contribution on an approach to integrate model checking and theorem proving to handle state-rich systems specified using a combination of Z and CSP.     

多模态视觉语言表征学习研究综述

我们生活在一个由大量不同模态内容构建而成的多媒体世界中,不同模态信息之间具有高度的相关性和互补性,多模态表征学习的主要目的就是挖掘出不同模态之间的共性和特性,产生出可以表示多模态信息的隐含向量.主要介绍了目前应用较广的视觉语言表征的相应研究工作,包括传统的基于相似性模型的研究方法和目前主流的基于语言模型的预训练的方法....     

Why computer science students find formal reasoning frightening

Abstract  This paper focuses on difficulties which first-year undergraduate computer science students experience in learning formal reasoning techniques. The main findings from an empirical investigation are reported. These indicated that, in the student population studied, many of those difficulties stemmed from a combination of the mathematical content of the courses and the students' unfamiliarity with formal notations and language. The paper concludes by discussing a selection of computer-based tools which have been selected to address these difficulties.     

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.