Ljubomir Jerinic | University of Novi Sad, Faculty of Science, Department of Mathematics and Informatics (original) (raw)

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This chapter describes three modeling techniques that have recently started to attract the attent... more This chapter describes three modeling techniques that have recently started to attract the attention of researchers and developers in the domain of intelligent tutoring systems (ITSs). These techniques are: hierarchical modeling, interoperable and reusable software components, and ontologies. All three of them have been used in developing a model of ITSs called GET-BITS (GEneric Tools for Building ITSs). The GET-BITS model has been used throughout the chapter in order to illustrate the techniques. The major goal of the chapter is to show how these three techniques can be used to make the internal organization of ITSs more natural, more flexible, and more robust, to enhance their design, and to improve their performance. Important modules of any intelligent tutoring system, like domain knowledge, pedagogical knowledge, student model, and explanation strategies, are discussed extensively in the context of the three modeling techniques and the GET-BITS model. Experience with using GET-BITS as the basis for building practical applications shows how the processes of computer-based tutoring and learning based on the GET-BITS model are much closer to human-based instruction. From the design perspective, major advantages of using hierarchical modeling, software components, and ontologies in developing practical ITSs include enhanced modularity, easy extensions, and important steps towards knowledge sharing and reuse.

e-Learning emerged from correspondence�schools and audio/video courses. Literature, textbooks and... more e-Learning emerged from correspondence�schools and audio/video courses. Literature, textbooks and articles recognize and often confuse several terms: Distance Education; on-line courses; on-line teaching; web-based courses; web learning. Literature also recognizes limitations of e-Learning: “If something can be learned EXCLUSIVELY using software, without human communication, it’s NOT WORTH teaching at the faculty, it’s more suitable for some skill-acquiring courses."

Computers have been used in education for over 30 years. Computer-based training (CBT) and comput... more Computers have been used in education for over 30 years. Computer-based training (CBT) and computer aided instruction (CAI) were the first such systems deployed as an attempt to teach using computers. In these kinds of systems, the instruction was not individualized to the learner's needs. Instead, the decisions about how to move a student through the material were script-like, such as ``if question 21 is answered correctly, proceed to question 54; otherwise go to question 32.'' The learner's abilities were not taken into account. While both CBT and CAI may be somewhat effective in helping learners, they do not provide the same kind of individualized attention that a student would receive from a human tutor. For a computer based educational system to provide such attention, it must reason about the domain and the learner. This has prompted research in the field of intelligent tutoring systems (ITSs). ITSs offer considerable flexibility in presentation of material and...

SIAM Journal on Applied Mathematics

In book: New Horizons in Web Based Learning, Edition: Lecture Notes in Computer Science, No. 7697, Chapter: Interactive Learning Environments, Editors: Chiu D.K.W., Wang M., Popescu E., Li Q., Lau R., pp.161-170, Apr 1, 2014

Researchers had recently begun to investigate various techniques to help learners to improve lear... more Researchers had recently begun to investigate various techniques to help learners to improve learning effects using e-learning systems. In this paper, we propose an e-learning architecture with a recommendation module consisting of several different kinds of pedagogical agents which actively participate in learning processes, provoking learners and motivating them to learn more effectively. Different kinds of agents can be introduced in order to support scaffolding activities in learning programming languages and problem solving.

Tasks and Methods in Applied Artificial Intelligence, Jun 1, 1998

The difficulty of designing and developing more usable and cost-effective intelligent tutoring sy... more The difficulty of designing and developing more usable and cost-effective intelligent tutoring systems (ITSs) has caused the realization of some new approaches in that field, the realization of intelligent tutoring shells - authoring tools. Our starting point and perspective on developing ITS shell is motivated by issues of pragmatics and usability. The paper describes pedagogical aspects and the control knowledge of the component based model of intelligent tutoring systems, called GET-BITS. The focus is on class hierarchies and design of classes for representing the pedagogical and the control knowledge in the GET-BITS model. Distinction has been made between different modes of operation of the pedagogical module in an intelligent tutoring system (teaching, examination, and consulting), resulting in the necessity for the class hierarchies to reflect specific pedagogical knowledge structure.

http://link.springer.com/chapter/10.1007/3-540-64574-8_460

DOI 10.1007/3-540-64574-8_460
Print ISBN 978-3-540-64574-0
Online ISBN 978-3-540-69350-5

Series Title Lecture Notes in Computer Science
Series Subtitle Lecture Notes in Artificial Intelligence
Series Volume 1416
Series ISSN 0302-9743

Progress in Artificial Intelligence, Jan 6, 1998

The difficulty of designing and developing intelligent tutoring systems (ITSs) has caused a recen... more The difficulty of designing and developing intelligent tutoring systems (ITSs) has caused a recent increase in the interest of the AI researchers in realization of some new approaches in that field. Our starting point and perspective on developing ITSs shell is motivated by issues of pragmatics and usability. Considering commercially available and widely used authoring systems for traditional computer-based teaching, we try to give the next step, the next paradigm shift that is needed to enable some of the advantages of ITSs. The paper describes an object-oriented model of ITS shell in which the enduser (teacher) could make their own ITS lessons, alone. The model enables the developing of more flexible software environments for building of the ITS, significantly increasing their reusability.

http://link.springer.com/chapter/10.1007%2FBFb0023937#page-1
DOI: 10.1007/BFb0023937
Print ISBN: 978-3-540-63586-4
Online ISBN: 978-3-540-69605-6
Series ISSN: 0302-9743

Innovative Teaching and Learning: Knowledge-Based Paradigms, Jan 7, 2000

On-line
http://books.google.rs/books?hl=en&lr=&id=4KaHjJgMqQUC&oi=fnd&pg=PR7&dq=Innovative+Teaching+and+Learning:+Knowledge-Based+Paradigms&ots=hbzSD9DnVV&sig=dZgiUXYccoEgR6JZOmYsXCsKUag&redir_esc=y

ISBN: 3-7908-1246-3

Proceedings of Autumn School on Computational Intelligence and Information Technologies, Oct 16, 2004

"What is? Intelligent Tutoring Systems (ITS) ITS in World Around Us ITS in Serbia Computer-Ba... more "What is?
Intelligent Tutoring Systems (ITS)
ITS in World Around Us
ITS in Serbia
Computer-Based Learning, CBL
Computer-Aided Instruction, CAI
Distance Learning
Virtual Universities
Intelligent Learning Environments (ILE)
Knowledge-Based Tutors (KBT)
eLearning + eTeaching = eEducation
Usage AI methods in Educational Software
Intelligent Tutoring Systems (ITS)
Intelligent Learning Environments (ILE)
Knowledge-Based Tutors (KBT)
Intelligent Computer Assisted Instruction (ICAI)
Intelligent Educational Systems (IES)"

Proceedings of Autumn School on Computational Intelligence and Information Technologies, Oct 15, 2004

"Computers have been used in education for over 30 years. Computer-based training (CBT) and compu... more "Computers have been used in education for over 30 years. Computer-based training (CBT) and computer aided instruction (CAI) were the first such systems deployed as an attempt to teach using computers. In these kinds of systems, the instruction was not individualized to the learner's needs. Instead, the decisions about how to move a student through the material were script-like, such as ``if question 21 is answered correctly, proceed to question 54; otherwise go to question 32.'' The learner's abilities were not taken into account.
While both CBT and CAI may be somewhat effective in helping learners, they do not provide the same kind of individualized attention that a student would receive from a human tutor. For a computer based educational system to provide such attention, it must reason about the domain and the learner. This has prompted research in the field of intelligent tutoring systems (ITSs). ITSs offer considerable flexibility in presentation of material and a greater ability to respond to idiosyncratic student needs. These systems achieve their ``intelligence'' by representing pedagogical decisions about how to teach as well as information about the learner. This allows for greater versatility by altering the system's interactions with the student.
Intelligent tutoring systems have been shown to be highly effective at increasing students' performance and motivation. For example, students using Smithtown, an ITS for economics, performed equally well as students taking a traditional economics course, but required half as much time covering the material."

Proceedings of Autumn School on Computational Intelligence and Information Technologies, Oct 14, 2004

"e-Learning emerged from correspondence�schools and audio/video courses. Literature, textbooks a... more "e-Learning emerged from correspondence�schools and audio/video courses.
Literature, textbooks and articles recognize and often confuse several terms: Distance Education; on-line courses; on-line teaching; web-based courses; web learning.
Literature also recognizes limitations of e-Learning: “If something can be learned EXCLUSIVELY using software, without human communication, it’s NOT WORTH teaching at the faculty, it’s more suitable for some skill-acquiring courses.""

Proceedings of the 4th International Workshop on Computational Intelligence and Information Technologies, R. S. Stankovic and C. Moraga (Eds.), Oct 13, 2003

"The advancement of computer technology during the last decades of the 20th century has made trem... more "The advancement of computer technology during the last decades of the 20th century has made tremendous impact on all segments of society, and education is not an exception. However, limited resources in undeveloped countries make the process of continuous strengthening of educational facilities with modern computer technology very difficult. As a result, the gap between Western and South-East European countries in terms of technological support for education is constantly widening.

Limited resources for computer-based education comprise not only the lack of equipment, but also the lack of qualified human resources. The more remote the educational center (school) is from major urban areas, the greater the lack of qualified teachers, instructors, and other qualified educators with knowledge of computer technology. This fact results in the need to train the educators themselves in order to have qualified people who can and are willing to use computer technology to improve their teaching and make the learning for their students more effective.

Jerinić, Lj., “A Survey of the Computer Based Education”. Proceedings of the 4th International Workshop on Computational Intelligence and Information Technologies, R. S. Stankovic and C. Moraga (Eds.), Faculty of Electronics Niš, 2003., pp. 59-64"

Proceedings of the 4th International Workshop on Computational Intelligence and Information Technologies, R. S. Stankovic and C. Moraga (Eds.), Oct 13, 2003

Three knowledge-modeling techniques that have recently started to attract the attention of resear... more Three knowledge-modeling techniques that have recently started to attract the attention of researchers and developers in the domain of Intelligent Tutoring Systems (ITSs) are in usage recently. These techniques are hierarchical modeling and patterns, interoperable and reusable software components, and ontology. All three of them have been used in developing a model of ITSs called GET-BITS (GEneric Tools for Building ITSs). The GET-BITS model has been used throughout the paper in order to illustrate the techniques. The major goal of the paper is to show how these three techniques can be used to make the internal organization of ITSs more natural, more flexible, and more robust, to enhance their design, and to improve their performance. Important modules of any intelligent tutoring system, like domain knowledge, pedagogical knowledge, student model, and explanation strategies, are discussed extensively in the context of the three modeling techniques and the GET-BITS model. Experience with using GET-BITS as the basis for building practical applications shows how the processes of computer-based tutoring and learning based on the GET-BITS model are much closer to human-based instruction. From the design perspective, major advantages of using hierarchical modeling, software components, and ontologies in developing practical ITSs include enhanced modularity, easy extensions, and important steps towards knowledge sharing and reuse.

Jerinić, Lj., “Knowledge Management Techniques in Intelligent Tutoring”. Proceedings of the 4th International Workshop on Computational Intelligence and Information Technologies, R. S. Stankovic and C. Moraga (Eds.), Faculty of Electronics Niš, 2003., pp. 77-88