The project goal was to provide effective training to medical professionals on the SALT Triage Protocol, and to improve communication between medical professionals and military during disaster situations.
Intelligent tutoring systems (ITS) for online learningBrandon Muramatsu
Kurt VanLehn's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
The project aims at developing an intelligent tutoring system, to be applied in open source learning environments, able to monitor, track, analyze and give formative assessment and feedback loop to students within the learning environment, and give inputs to tutors and teachers involved in distance learning to better their role during the process of learning. The software will be developed in java thus could be easily implemented and re-used in most of the common free platforms for eLearning.
The Multiple Learning Experiences (M-LEx™) Model – A Holistic Approach to Edu...Tatainteractive1
http://www.tatainteractive.com/ : We should recognize the porous borders that compartmentalize different subjects. We should acknowledge the differences in aptitude and provide room for each child to build on his or her strengths. Visit http://www.tatainteractive.com/ for more.o the complexity and choices.
Computer programming is the heart of computing education. It is a fundamental skill that all computing students are required to learn. However, programming courses are generally considered among the most difficult course and often have the highest dropout rates. The main concern is what concerns of computing faculty is to improve students’ motivation in getting involved in meaningful programming activities. This requires special skills to teach programming. A teacher training workshop was arranged at Directorate of Staff Development for newly inducted Computer Science teachers. The workshop covers various approaches proposed in literature for teaching computer programming. Some useful guidelines have also been suggested. These are the slides of this workshop.
Intelligent tutoring systems (ITS) for online learningBrandon Muramatsu
Kurt VanLehn's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
The project aims at developing an intelligent tutoring system, to be applied in open source learning environments, able to monitor, track, analyze and give formative assessment and feedback loop to students within the learning environment, and give inputs to tutors and teachers involved in distance learning to better their role during the process of learning. The software will be developed in java thus could be easily implemented and re-used in most of the common free platforms for eLearning.
The Multiple Learning Experiences (M-LEx™) Model – A Holistic Approach to Edu...Tatainteractive1
http://www.tatainteractive.com/ : We should recognize the porous borders that compartmentalize different subjects. We should acknowledge the differences in aptitude and provide room for each child to build on his or her strengths. Visit http://www.tatainteractive.com/ for more.o the complexity and choices.
Computer programming is the heart of computing education. It is a fundamental skill that all computing students are required to learn. However, programming courses are generally considered among the most difficult course and often have the highest dropout rates. The main concern is what concerns of computing faculty is to improve students’ motivation in getting involved in meaningful programming activities. This requires special skills to teach programming. A teacher training workshop was arranged at Directorate of Staff Development for newly inducted Computer Science teachers. The workshop covers various approaches proposed in literature for teaching computer programming. Some useful guidelines have also been suggested. These are the slides of this workshop.
Text book, Uses of computer science text book, Qualities of Good computer science text book, Use of text book in and outside the classroom, Criteria for evaluation of computer science text book, Values of computer science library, Digital library, Advantages of digital library,
Learner Ontological Model for Intelligent Virtual Collaborative Learning Envi...ijceronline
An enacting approach to intelligent virtual collaborative learning model is explored through the lens of critical ontology. This ontological model enables to reuse of the domain knowledge and to make the knowledge explicitly available to the agent working as an Expert System, which uses the operational knowledge in collaborative learning environment. This ontological model used by the agent to identify the preliminary competency level of the user. This environment offers personalized education to each learner in accordance with his/her learning preferences, and learning capabilities. Here the factors considered to identify the learning capability taken are demographic profile, age, family profile, basic educational qualification and basic competency scale. The conception of heuristics is then used by the agent to determine the effectiveness of the learner by referring the different parameters of the learner available in the ontological model.To help getting over this, the paper describes the experience on using an ontological model for collaborative learning to relate and integrate the history of the learner by maintaining the history of learner in collaborative learning environment that will be used by the Multi-Objective Grey Situation Decision Making Theory to infer the understanding level of user and produces the conditional content to the user
Technology Integration: The RAT – Replacement, Amplification, and Transformat...Joan E. Hughes, Ph.D.
The reference is: Hughes, J.E., Thomas, R., & Scharber, C. (2006, March). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. (SITE) Conference Proceedings (CD-ROM).
Abstract: This brief paper will introduce an assessment framework, called RAT – Replacement, Amplification, and Transformation, that can be used with preservice and inservice teachers to increase critical decision-making concerning integration of technology into the K-12 classroom. The framework is currently being refined through (a) expanding our literature review to refine conceptual and theoretical categories, (b) subsequently applying the framework to videotaped technology - supported classroom lessons, and (c) working with practicing teachers interested in learning self-assessment techniques to improve their technology integration decision-making.
The Baghera project: a multi-agent architecture for human learning Carine Web...eraser Juan José Calderón
The Baghera project: a multi-agent architecture for human
learning
Carine Webber*
, Loris Bergia, Sylvie Pesty and Nicolas Balacheff
Laboratoire Leibniz - IMAG
46, avenue Félix Viallet
38031 Grenoble Cedex FRANCE
Text book, Uses of computer science text book, Qualities of Good computer science text book, Use of text book in and outside the classroom, Criteria for evaluation of computer science text book, Values of computer science library, Digital library, Advantages of digital library,
Learner Ontological Model for Intelligent Virtual Collaborative Learning Envi...ijceronline
An enacting approach to intelligent virtual collaborative learning model is explored through the lens of critical ontology. This ontological model enables to reuse of the domain knowledge and to make the knowledge explicitly available to the agent working as an Expert System, which uses the operational knowledge in collaborative learning environment. This ontological model used by the agent to identify the preliminary competency level of the user. This environment offers personalized education to each learner in accordance with his/her learning preferences, and learning capabilities. Here the factors considered to identify the learning capability taken are demographic profile, age, family profile, basic educational qualification and basic competency scale. The conception of heuristics is then used by the agent to determine the effectiveness of the learner by referring the different parameters of the learner available in the ontological model.To help getting over this, the paper describes the experience on using an ontological model for collaborative learning to relate and integrate the history of the learner by maintaining the history of learner in collaborative learning environment that will be used by the Multi-Objective Grey Situation Decision Making Theory to infer the understanding level of user and produces the conditional content to the user
Technology Integration: The RAT – Replacement, Amplification, and Transformat...Joan E. Hughes, Ph.D.
The reference is: Hughes, J.E., Thomas, R., & Scharber, C. (2006, March). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. (SITE) Conference Proceedings (CD-ROM).
Abstract: This brief paper will introduce an assessment framework, called RAT – Replacement, Amplification, and Transformation, that can be used with preservice and inservice teachers to increase critical decision-making concerning integration of technology into the K-12 classroom. The framework is currently being refined through (a) expanding our literature review to refine conceptual and theoretical categories, (b) subsequently applying the framework to videotaped technology - supported classroom lessons, and (c) working with practicing teachers interested in learning self-assessment techniques to improve their technology integration decision-making.
The Baghera project: a multi-agent architecture for human learning Carine Web...eraser Juan José Calderón
The Baghera project: a multi-agent architecture for human
learning
Carine Webber*
, Loris Bergia, Sylvie Pesty and Nicolas Balacheff
Laboratoire Leibniz - IMAG
46, avenue Félix Viallet
38031 Grenoble Cedex FRANCE
IDATE graciously sharing his 2010 report on the serious gaming market. The institute suggests an approach by sector: Training / Education, Health, Large Audience Information & Corporate Communication, Civil Security & Defence.
In addition, IDATE provides data related to the most important markets in the world.
Teaching and learning through computer, evaluation of students performance through computer, virtual library, virtual classroom, e-books, e-journals etc come under “Educational Computing”. One of the significant instructional applications of computers is “Computer Assisted Instruction” (CAI).
201407 A System Architecture for Affective Meta Intelligent Tutoring SystemsJavier Gonzalez-Sanchez
Intelligent Tutoring Systems (ITSs) constitute an alternative to expert human tutors, providing direct customized instruction and feedback to students. ITSs could positively impact education if adopted on a large scale, but doing that requires tools to enable their mass production. This circumstance is the key motivation for this work. We present a component-based approach for a system architecture for ITSs equipped with meta-tutoring and affective capabilities. We elicited the requirements that those systems might address and created a system architecture that models their structure and behavior to drive development efforts. Our experience applying the architecture in the incremental implementation of a four-year project is discussed.
RegionsJob consacre un ebook de sa collection "Recrutement innovant" aux serious games. Panorama des usages, retours d'expérience d'entreprises utilisatrices et étude de cas d'un concours de développeurs, la Battle Dev, cet ouvrage propose de nombreuses ressources utiles pour mieux comprendre les jeux sérieux.
Comment faire un serious game avec un stagiaireLaurent Auneau
Faire un serious game soi même, ou avec un stagiaire, c'est possible ! Voici une explication pour réduire au maximum les coûts de création de son propre serious game ...
E Learning in Medical Education.E-learning (or eLearning) is the use of electronic media, educational technology and information and communication technologies (ICT) in education. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes
Tell me what you want and I’ll show you what you can have: who drives design of technology for learning?
Associate Professor Sue Cobb
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
How can an Instructional Designer help?Inge de Waard
The purpose of this presentation is to give an easy overview of what an Instructional Designer can add to transform courses given by Higher Ed teachers. This presentation was given in Stockholm, Sweden as part of the SELECT 2017 InnoEnergy meeting. This meeting brought all the SELECT partners together to see which educational elements could be transformed into online nuggets, modules or courses.
A 2006 presentation to the HE Academy on behalf of JISC on what we heard learnt about context-modelling and how that should be incorporated in the design of learning content. Based on our 2003 model of informal e-learning
Facilitating reflective practice - experiences to datecies
CIES on adopting a learner centred reflective practice approach to the development of teaching and learning, using e-learning technologies such as the Hybrid Learning Model developed by CIES.
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
Next Steps for Excellence in the Quality of e-LearningJon Rosewell
The development of e-learning has progressed to a stage where it is becoming part of mainstream provision in higher education. Therefore the issue of assessing and sustaining the quality of e-learning must now come to the fore. Quality assessment in higher education is well-established in relation to learning and teaching generally, but what methods can be used to establish quality in the domain of e-learning?
The E-xcellence methodology for assessing quality in e-learning (EADTU 2009) is securing recognition by European and international learning organisations. It was designed to be applied to the design and delivery of e-learning in both distance learning and blended learning contexts. It supports a range of uses, from accreditation by external agencies to process improvement through internal review.
The methodology presents principles of good practice in six domains of e-learning: strategic management; curriculum design; course design; course delivery; student support; and staff support. A total of 33 benchmark statements cover these domains, and are supported by a handbook for practitioners and guidance for assessors. The handbook includes principles for quality e-learning and exemplars of good practice. Amongst the tools is an online ‘QuickScan’ self-evaluation questionnaire based on the E-xcellence benchmarks which is highly valued as a focus for collaborative review of e-learning programmes.
The e-learning landscape has changed since the E-xcellence methodology was first developed. In particular, the use of Open Education Resources (OECD 2007) and the application of social networking tools (Mason & Rennie 2008) were not explicitly considered in the original benchmarks. Accordingly, the E-xcellence NEXT project was instigated to produce and evaluate a revision of the benchmark criteria, associated handbook and exemplars. This paper describes the project process and initial recommendations.
A consultation exercise was carried out among E-xcellence participants. Feedback from this was brought to participatory workshops at a European Seminar on QA in e-learning in June 2011. Following this exercise, the benchmark statements were revised and are now available in beta version.
The project resources (Quickscan and manual) are being used for a series of self-evaluation and assessment seminars held at European higher education institutions. Feedback from these assessment seminars will be used to finalise materials for publication late in 2012. At that point the E-xcellence Next project will offer to the higher education community a set of self-evaluation and quality assessment tools which are fully updated to encompass social networking, Open Educational Resources and other recent developments in e-learning.
Similar to Integrating an intelligent tutoring system into a virtual world (20)
Successful academia-Industry partnerships require an understanding of each other's underlying assumptions, drivers, and constraints. These slides guided the Panel-Audience Q&A for different alternatives along the development process.
Use Virtual Simulations to practice authentic scenarios when:
- practicing management of a dangerous situation
- deploying a new standard of practice across the enterprise
- rapidly rolling out a policy change in critical areas such as infection control
- teaching critical thinking and decision making using simulations of increasing complexity
- practicing face-to-face communication in difficult situations
Virtual Simulations place learners in real-life work environments and real-life problems, allowing them to practice till they succeed, while learning from their failures, without harming any real patients or themselves.
We need "flight simulators" for training in healthcare. This talk was presented to the Bio2Device group in the Silicon Valley / San Francisco Bay Area in August 2011.
This talk was presented to the Innovation Learning Network, a consortium of hospitals and design houses working to improve safety and quality in hospitals, led by the Kaiser Permanente system of hospitals.
New Directions for Virtual Worlds for HealthParvati Dev
Keynote presented at Games for Health, Boston, for the Virtual Worlds and Social Games Day, May 25th. (First three slides are to introduce the pre-conference. Rest are my talk.)
Virtual Medical Worlds for Team Training (updated)Parvati Dev
Multiplayer virtual worlds are very suited for training medical teams. We develop customized medical spaces, such as an emergency department, with patients, beds, ambulances, medications, and other monitoring and treatment devices. We also present the results of a study on the efficacy of such environments for learning.
Medical Models for Virtual Patients in Virtual WorldsParvati Dev
Virtual patients are an integral part of virtual medical environments. Here we describe how we simulate the pathophysiology of our virtual patients. These physiology models are available for licensing as plug-in software.
This talk was presented on March 4th 2009 at the APAN (Asia Pacific Advanced Networks) meeting in Taiwan. This Healthcare session was organized by Young Sung Lee, Naoki Nakashima and Parvati Dev.
Virtual Medical Worlds for Team Training (please see updated version)Parvati Dev
Multiplayer virtual worlds are very suited for training medical teams. We develop customized medical spaces, such as an emergency department, with patients, beds, ambulances, medications, and other monitoring and treatment devices. We also present the results of a study on the efficacy of such environments for learning.
Adv. biopharm. APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMSAkankshaAshtankar
MIP 201T & MPH 202T
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New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
CDSCO and Phamacovigilance {Regulatory body in India}NEHA GUPTA
The Central Drugs Standard Control Organization (CDSCO) is India's national regulatory body for pharmaceuticals and medical devices. Operating under the Directorate General of Health Services, Ministry of Health & Family Welfare, Government of India, the CDSCO is responsible for approving new drugs, conducting clinical trials, setting standards for drugs, controlling the quality of imported drugs, and coordinating the activities of State Drug Control Organizations by providing expert advice.
Pharmacovigilance, on the other hand, is the science and activities related to the detection, assessment, understanding, and prevention of adverse effects or any other drug-related problems. The primary aim of pharmacovigilance is to ensure the safety and efficacy of medicines, thereby protecting public health.
In India, pharmacovigilance activities are monitored by the Pharmacovigilance Programme of India (PvPI), which works closely with CDSCO to collect, analyze, and act upon data regarding adverse drug reactions (ADRs). Together, they play a critical role in ensuring that the benefits of drugs outweigh their risks, maintaining high standards of patient safety, and promoting the rational use of medicines.
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ASA GUIDELINE
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3. Overview
1. Complex multi-person triage in a mass casualty –
Preview of the problem
2. Virtualized mass casualty simulation - VCAEST
3. Immersive virtual simulations – discussion
4. Review of Intelligent Tutoring Systems
5. Demonstration of an ITS in VCAEST
6. Creating the guidance content in an online tutor
7. Evaluation study - plans
8. Summary and discussion
6. Civilian Aeromedical Evacuation Sustainment Training (CAEST)
*
Goals of CAEST
• Provide effective
training to medical
professionals on
SALT Triage
• Improve
communication
between medical
professionals and
military during
disaster situations
7. Mass Casualty and SALT Triage – Background
*
Mass Casualty
• Casualties
• Usually in a single
incident (hurricane,
aircraft accident, etc)
• Large number of
casualties
• Exceed local logistic
and emergency
medical resources
9. SALT Triage – Background
*
SALT
• Sort
• Assess
• Life-saving
interventions
• Treat / Transport
Most accepted of
many diverse triage
algorithms (e.g.
S.T.A.R.T.)
10. SALT Triage – Background
*
SALT
• Sort
• Assess
• Life-saving
interventions
• Treat / Transport
11. SALT Triage – Background
*
SALT
• SORT
• Assess
• Life-saving
interventions
• Treat /
Transport
12. SALT Triage – Background
*
SALT
• Sort
• Assess
• Life-saving
interventions
• Treat /
Transport
Pic removed
14. CAEST Training
Why was it started?
• Communication challenges during recent mass
casualty disasters between civilian medical
responders and military
How was it implemented?
• Didactic learning in classroom setting and live-
action training scenarios
What worked, what didn't work?
• Live action training scenarios helped to ground
content taught
• Logistically challenging, expensive
*
16. Perceived effectiveness of training
• Too expensive
• Time consuming
• Inattentive to
individual
learning needs
• Costly to travel
to and from
*
Live training is often...
[add citation here]
Koch et al. (2011)
17. Additional Goals of CAEST Training
How can the differences in goals,
roles, and expectations be bridged?
How will differences in jargon,
equipment and standard operating
procedures affect patient care?
19. Goal of VCAEST project
Live simulations are highly effective but very expensive…
• We need an effective, low cost alternative to live simulation
training for healthcare personnel who interface with military
operations in a catastrophe requiring aeromedical evacuation
Achieve this through …
• Integrating a Web-based virtual 3D environment with an Web-
based intelligent tutoring system
• Low cost, easily updateable, internet-based
• Leverage proven learning technologies
• Make training widely available
• Marry realistic virtual environments with robust learning
technologies
20. What we built
• Multi-patient scenario
• Grounds outside the hospital,
• Performance goal
o performing the correct triage category
o the appropriate intervention
o selecting the appropriate mode of evacuation, air or ground
32. The importance of tutoring…
With normal group instruction or training, individuals will vary
in terms of prior knowledge.
• One-on-one human tutoring
• Beneficial but depends on skill level of the tutor
• Learning may be tailored to the individual's skill level
• Expensive
• Virtual agents comparable to human tutors
• Virtual agents can simulate learning gains comparable to
one-on-one human tutoring
! importance of pedagogical strategies
*
33. Learning Theory Behind ITS
• Constructivist approach
! Learning seen as an active and social process
! Learners responsible for knowledge construction
! Expressing
! Explaining
! Question asking
• Learning environments should…
! Stimulate knowledge
! Model explanations
! Foster self-explanations
! Provide feedback for correction of misconceptions
*
34. Pedagogical Learning Strategies
Pedagogical Strategies used by Expert Human Tutors
• Hints
• Prompts
• Bridging Inferences
• Self-explanations
• Question Asking
o Type of question determines the level of complexity in the
answer given
o Graesser & Person (1994) Question Asking taxonomy
o Shallow, intermediate, and deep questions for various types
of learning
*
35. Advantages of 1:1 Tutoring
• Just-in-time Feedback
• Student misconceptions quickly dealt with
• Tutors prompt students to elaborate
• Student self-explanations shown to provide large learning gains
compared to various controls (Chi et al., 1989)
• ITSs can model expert 1:1 tutoring conversational
framework
• Provides hints, prompts, feedback to encourage elaborative self-
explanations from students.
37. Effect Sizes
*
LEARNING GAINS
Effect Sizes Learning Environment
.42 Unskilled Human Tutors
(Cohen, Kulik, & Kulik, 1982)
.80 AutoTutor (20 experiments)
(Graesser and colleagues)
1.00 Intelligent Tutoring Systems
PACT (Anderson, Corbett, Aleven, Koedinger)
Andes, Atlas (VanLehn)
Diagnoser (Hunt, Minstrell)
Sherlock (Lesgold)
2.0 Expert Human Tutors
(Bloom, 1984)
38. Under the hood of
Intelligent Tutoring
Systems
Semantic Spaces, Natural Language Processing,
Sharable Knowledge Objects (SKOs), Student Model
39. Domain specific semantic space
*
• Robust language processing of student answer requires a Domain
specific semantic space
40. Answer Key
Student
answer
Semantic Analysis and
Semantic Decomposition
Student's
earlier
answers
Great
Job!
Total Coverage
Current Score
Relevant New
Relevant Old
Irrelevant New
Irrelevant Old
Feedback is
encoded as voice
file
Model of Learner (LCC)
is updated with each
answer
Overview of Flow in Intelligent Tutoring System
41. LCC in Tutoring (Updating the Learner Model)
Each answer is analyzed with respect to: prior answers & stored
answer key
44. Domain specific semantic space
*
• Robust language processing of student answer requires a Domain
specific semantic space
45. Background - for those who wish more detail ...
A Theory of Semantic Spaces
• Hu et al. (2005)
o Basic assumption of languages
! Concept of "layers": words, phrases, sentences, paragraphs,
documents
o Formal framework
! Language neutral
! Computational (vector-based)
o Implementable
• Hu et al. (2005)
o Essence of semantic space: Semantic similarity between items can
be computed (numerically).
• "semantic of any item (words, phrases, etc) in a given language is
embedded within its relations with other items"
*
47. Shareable Knowledge Objects (SKOs)
! A unit of knowledge (Knowledge Object)
! implemented using an ITS
! implemented Knowledge Objects
! as a Web service
! allowing them to be shared with other
Web applications – thus Sharable
Knowledge Objects
! The 3D Virtual Environment accesses these
SKOs and displays them in-world
*
48. Configure Predefined
Knowledge Object in
an Authoring App
Generate a unique ID
for each Knowledge
Object
Share SKO by sharing
the ID
Users
A,B,C
Access
Authenticate
Using Google
App Engine
SKO links embedded
in Mass Casualty
Persistent 3D World
Backend Analytics
Database of
user actions
Access SKO via
HTML Popup
Multi User
ServerWorld
Specific
ATL
Specific
Use Case – Author and Learner
A
U
T
H
O
R
L
E
A
R
N
E
R
49. Shareable Knowledge Objects (SKOs)
• SKOs are portable to new learning environments.
• SKOs are fortified by improved semantic processing
algorithms to evaluate student’s natural language input.
• Individualized domain-specific semantic processing
• Learner’s Characteristics Curves (LCC) as student’s model that
evaluates how new and relevant the student input is
• Incorporates Artificial Intelligence Markup Language (AIML)
in addition to AutoTutor Dialog Advancer network (DAN) to
handle Tutor-Student interaction
• Adaptive and flexible dialog that mimics human tutoring
*
58. Authoring SKO's: Overview (theory)
• Components of SKO scripts
o Content: Scripts guide natural language
conversation between learner and SKOs
! Expectation-Misconception Tailored
Dialog.
! Guided by established effective learning
principle
*
59. Authoring SKO's
• Authoring effective SKOs requires the author to use
pedagogical learning strategies
• Expert tutoring strategies
• Scaffolding
• Question Asking
• Modeling
• Two main phases for authoring SKOs
• Information Delivery
• Assessment Creation
*
60. Authoring SKO's – 1. Information Delivery
• Presenting content to the student via animated agents
• Limiting seductive details
• Using animated agent actions to direct student attention to
important graphs/images
• Scaffolding, reinforcement strategies for designing script for
agent
• Using Dual Code and Multimedia effects
• Information should be delivered via multiple modalities
• Insert brief quizzes to keep students engaged (Testing Effect)
*
63. Authoring SKO's – 2. Assessment
• Several assessment types
• multiple choice
• fill in the blank
• matching
• essay
• self-reflection
• Important to choose the right assessment type for the
material being taught
• Multiple Choice, fill in the blank and matching are effective with
shallow level knowledge
• Essay, Self-reflection are effective with deep level knowledge
*
70. References
D’Mello, S., & Graesser, A. (2013). Design of dialog-based intelligent tutoring systems to simulate human-to-human
Tutoring. In Where Humans Meet Machines (pp. 233-269). Springer New York.
Graesser, A. C., Chipman, P., Haynes, B. C., & Olney, A. (2005). AutoTutor: An intelligent tutoring system with mixed-
initiative dialogue. Education, IEEE Transactions on, 48(4), 612-618.
Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American educational research journal, 31(1),
104-137.
Graesser, A. C., Person, N. K., & Magliano, J. P. (1995). Collaborative dialogue patterns in naturalistic one-to-one
tutoring. Applied cognitive psychology, 9(6), 495-522.
Koch, R. Pitts, W., Levy, M., Kirkpatrick, D., Tongumpun, T., & Yacko, A. (2011). Civilian aeromedical evacuation
sustainment training: A survey of professionals regarding curriculum content, format, and implementation.
Prepared for the Department of Defence, Retrieved from
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71. Conclusions
Intelligent Tutoring in Virtual Worlds
• The goal
– build a bridge between medical and first responder personnel
• Live simulation training very effective
– but expensive and logistically complex
• Virtual environment used to create the training environment and
scenarios
• Intelligent tutoring added to replace the loss of face-to-face
training
• System will be evaluated in April to assess efficacy of VW and
ITS
72. Thank You !
Contact information:
parvati at clinispace dot com
xhu at memphis dot edu
Web site:
http://www.clinispace.com
http://clinispace.com/products/mass_casualty.html