Only connect: teaching, technology and telesis

Abstract This paper describes an approach to the design of interactive multimedia materials being developed in a European Community project. The developmental process is seen as a dialogue between technologists and teachers. This dialogue is often problematic because of the differences in training, experience and culture between them. Conditions needed for fruitful dialogue are described and the generic model for learning design used in the project is explained.     

Automatic coding of dialogue acts in collaboration protocols

Although protocol analysis can be an important tool for researchers to investigate the process of collaboration and communication, the use of this method of analysis can be time consuming. Hence, an automatic coding procedure for coding dialogue acts was developed. This procedure helps to determine the communicative function of messages in online discussions by recognizing discourse markers and cue phrases in the utterances. Five main communicative functions are distinguished: argumentative, responsive, informative, elicitative, and imperative. A total of 29 different dialogue acts are specified and recognized automatically in collaboration protocols. The reliability of the automatic coding procedure was determined by comparing automatically coded dialogue acts to hand-coded dialogue acts by a human rater. The validity of the automatic coding procedure was examined using three different types of analyses. First, an examination of group differences was used (dialogue acts used by female versus male students). Ideally, the coding procedure should be able to distinguish between groups who are likely to communicate differently. Second, to examine the validity of the automatic coding procedure through examination of experimental intervention, the results of the automatic coding procedure of students, with access to a tool that visualizes the degree of participation of each student, were compared to students who did not have access to this tool. Finally, the validity of the automatic coding procedure of dialogue acts was examined using correlation analyses. Results of the automatic coding procedure of dialogue acts of utterances (form) were related to results of a manual coding procedure of the collaborative activities to which the utterances refer (content). The analyses presented in this paper indicate promising results concerning the reliability and validity of the automatic coding procedure for dialogue acts. However, limitations of the procedure were also found and discussed.     

Plans, Actions and Dialogues Using Linear Logic

We describe how Intuitionistic Linear Logic can be used to provide a unified logical account for agents to find and execute plans. This account supports the modelling of agent interaction, including dialogue; allows agents to be robust to unexpected events and failures; and supports significant reuse of agent specifications. The framework has been implemented and several case studies have been considered. Further applications include human–computer interfaces as well as agent interaction in the semantic web.     

A cross‐institutional approach to staff development in Internet communication

Abstract Recent upsurge in emphasis on larger class sizes and work‐based learning requires lecturers to be equipped to switch from traditional face‐to‐face teaching techniques to communicating with students using new technologies. Dialogue is the vital ingredient which underpins the successful learning experience, and staff in HE are facing a challenge in developing the necessary skills to make effective use of the emerging communication tools. These skills can only be acquired through practice, understanding of the pedagogy and awareness of the various options available. The aim of this paper is to explore, through presenting a case study, the potential benefits of cross‐institutional collaboration in information and communication technology staff development. Since both the University of Strathclyde and Glasgow Caledonian University were investigating ways of promoting good practice in the development and use of new learning technologies, it seemed prudent to combine forces and share ideas. The paper will examine how attempts were made to bridge the skills gap by enabling academic staff to experience Internet communication from the perspective of both student and teacher.     

A case based reasoning model for multilingual language generation in dialogues

The process of Natural Language Generation for a Conversational Agent translates some semantic language to its surface form expressed in natural language. In this paper, we are going to show a Case Based Reasoning technique which is easily extensible and adaptable to multiple domains and languages, that generates coherent phrases and produces a natural outcome in the context of a Conversational Agent that maintains a dialogue with the user.     

应用ObjectARX工具进行二次开发的AutoCAD对话框设计

ObjectARX2000为AutoCAD最重要的开发工具。该文介绍了在Visual C＋＋6．0集成开发环境中,应用ObjectARX工具,进行二次开发设计AutoCAD2000的两种格式的对话框,一种是AutoCAD系统本身提供的可编程对话框技术PDB格式,另一种是使用Wmdows机制的对话框设计技术。探讨了其设计方法步骤及程序实现的过程。     

传承与对话——广州大学城中山大学体育馆设计竞赛方案

广州大学城中山大学体育馆方案设计从建设用地所处位置的特殊性入手,通过分析周边环境与建筑物之间的关系,力求创造出一座自然的、理性的建筑。     

城市空间的情景对话* ——传统街道体验空间对城市步行街更新的启示

文章借用“情景对话”的概念并将其运用到传统街道的空间分析中,研究独特的传统街道空间形态和场所意象;剖析了场景与情节的构成要素,以及其如何被空间体验中的人们强烈地感知并唤起人们共同的场所记忆;探讨了营造空间认同感、体验感的途径。以期对现代城市步行街的更新设计有所启示。     

Two party immediate response disputes: Properties and efficiency

Two Party Immediate Response Disputes (tpi-disputes) are one class of dialogue or argument game in which the protagonists take turns producing counter arguments to the ‘most recent’ argument advanced by their opponent. Argument games have been found useful as a means of modelling dialectical discourse and in providing semantic bases for proof theoretic aspects of reasoning. In this article we consider a formalisation of tpi-disputes in the context of finite Argument Systems. Our principal concern may, informally, be phrased as follows: given a specific argument system, , and argument x within , what can be stated concerning the number of moves a dispute might take for one of its protagonists to accept that x has some defence respectively cannot be defended?     

The meaning of silence

Silence resides in the gaps between the known islands of explicit knowledge. Rather than expecting to build systems with complete information, we take a human-centred approach. Individual citizens need to be active, engage in dialogue and be aware of the importance of tacit knowledge. As societies, we recognise the incompleteness and inconsistency of our discourse.