Curated by: Luigi Canali De Rossi
 


Thursday, April 25, 2002

Artificial Intelligence Application in Distance Learning and Education

Tools, Technologies, Resources


In this article:

1. Relevant Articles and Research Papers
2. Research and Development Groups | Projects
3. Conferences
4. Journals and Associations
5. Books and Publications


A) Relevant Articles and Research Papers

...............................................
The Roles of Artificial Intelligence in
Education: Current Progress and Future Prospects.
http://www.rand.org/hot/mcarthur/ Papers/role.html
Paper

David McArthur, Matthew Lewis, and Miriam Bishay. (1993) RAND DRU-472-NSF.

A very good overview that will give you a solid foundation for your exploration of the exciting intersection of these two fields.

 

...............................................
Artificial Intelligence in Education.
http://www.iospress.nl/html/ boek-309205249.html
Book

Volume 50 in Frontiers in Artificial Intelligence and Applications. Edited
by: S.P.Lajoie and M. Vivet. 1999. 820 pp., hardcover. ISBN: 90 5199 452
4.

"This volume contains the proceedings for the 9th International Conference on Artificial Intelligence in Education (AI-ED 1999). This is one of a series of international conferences in this area and it is designed to report on state of the art research in the field of AI in Education."

 

...............................................
World-Wide Intelligent Textbooks
http://www.psychologie.uni-trier.de/ projects/ELM/Papers/ED-MEDIA-96.html
= interesting, promising
Paper

New WWW technologies allow for integrating distance education power of WWW with interactivity and intelligence. Integrating on-line presentation of learning materials with the interactivity of problem solving environments and the intelligence of intelligent tutoring systems results in a new quality of learning materials that we call I3-textbooks. In this paper, are described the development of ELM-ART, an I3-textbook for learning programming that can be accessed via Internet and that is based on the on-site learning environment ELM-PE

 

...............................................
ISIS-Tutor: An Intelligent Learning Environment for CDS/ISIS Users
http://cs.joensuu.fi/~mtuki/ www_clce.270296/Brusilov.html
Paper

Peter Brusilovsky Dept. of Cognitive Psychology, University of Trier, D-54286 Trier, Germany

Leonid Pesin School of Applied Mathematics and Cybernetics, Moscow State University, Moscow, Russia

The paper discusses the prospects of building educational systems which integrate the capabilities of hypermedia, learning environments, and intelligent tutoring systems. We present the ISIS-Tutor system, which provides an example of integrating hypermedia technology into an intelligent learning environment. ISIS-Tutor is intended for learning the print formatting language of an information retrieval system, CDS/ISIS.

Recent research has demonstrated that hypermedia can provide the basis for an exploratory learning system but that, by itself, such a system is insufficient, needing to be supplemented by more directed guidance (Hammond, 1989). The guidance can be provided by an intelligent tutoring component. By comparison, hypermedia can add new dimensions to traditional ITS/ILE by providing a tool for student-driven acquisition of domain knowledge.

The authors of this paper think that in many domains it is possible to achieve a good result by developing an educational computer system which integrates the capabilities of an intelligent tutor, a learning environment, and a hypermedia system.

In their opinion only an integrated system can support the whole continuum of learning styles ranging from an unstructured instructional environment to a guided curriculum.

 

...............................................
Learning in Humans and Machines
http://tecfa.unige.ch/tecfa/tecfa-research/ lhm/lhm-overview.html
Article

Perspectives on knowledge about learning from an interdisciplinary perspective, bringing together -- on a European scale -- researchers from cognitive science, and in particular from the areas of psychology, computer science (AI), and educational science.

 

...............................................
Memolab et Etoile Project
http://tecfa.unige.ch/tecfa/tecfa-research/ memolab/memolab-overview.html
Article

Application of artificial intelligence techniques to learning environments in which the learner explores a complex world with the assistance of computational agents.

 

...............................................
SMILE Project
http://tecfa.unige.ch/tecfa/tecfa-research/ smile/smile-overview.html
Article

The Student Modeling in Interactive Learning Environments project tackles issues such as metacognition, open student models, reciprocal modeling, etc., and tries to unify this work in a formal approach.

 

...............................................
Social Grounding in Computer Supported
Collaborative Problem Solving
http://tecfa.unige.ch/tecfa/tecfa-research/ cscps/cscps-overview.html
Article

When we solve a problem with a colleague or friend, we often use a piece of paper to draw a diagram or sketch that helps us to build a shared representation of the problem and to repair communication breakdowns; can we design equivalent artifacts to enrich human/computer collaboration?

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B) Research and Development Groups | Projects

...............................................
CARTE Intelligent Education Technology
http://www.isi.edu/isd/carte/ carte-home.htm
Research and Development Group

ISI's Center for Advanced Research in Technology for Education (CARTE) is a leading developer of interactive technologies for education, particularly in the areas of distance education, pedagogical agents such as the Steve and Adele Guidebots, and intelligent assistants. These technologies have been applied to specialized training applications such as team operation of a ship's engine room controls, medical diagnostic reasoning, factory operation, and undergraduate chemistry. They are also being extended to simultaneous training of student teams in a common virtual setting. In conjunction with the USC Institute for Creative Technologies, and the USC Integrated Media Systems Center (IMSC), ISI is developing an elaborate interactive virtual reality training exercise using artificial intelligence-animated agents.

 

...............................................
Advanced Distance Education (ADE)
http://www.isi.edu/isd/ADE/ade.html
Research and Development Group

The Advanced Distance Education project is developing tools for the creation of adaptive, Web-based courseware incorporating artificial intelligence. ADE is a project of the team at the Center for Advanced Research in Technology for Education (CARTE) at USC / ISI.

The team has been developing simulations featuring pedagogical agents - software with personality - to assist students in working through course materials. The lead character, an agent named Adele (Agent for Distance Learning Environments), interacts with students and tracks their learning as they work through course materials and simulation exercises. Adele consists of a pedagogical agent and a 2D animated persona, which is implemented as a web-based Java applet. Adele adapts the presentation of the material as needed, provides hints and rationales to guide student actions, and evaluates student performance. Adele is currently being developed to work with both medical and dental students. Her current work in dentistry involves assisting students with simulation exercises for a course on geriatric patient care.

Adele helps the faculty of USC's Department of Family Medicine deliver Continuing Medical Education (CME) courses on the Web. Simulations created for the course in diagnostic skill development will present the physician/student with actual cases, including patient history, results of exams, lab tests, x-rays, CT scans and other diagnostic imaging methods. By questioning and examining the virtual "patient" and studying clinical data, the student will be able to practice diagnostic skills. Adele will provide feedback and a review of the student's progress, referencing diagnostic best-practice and cost-analysis criteria.

Trauma care is a collaborative activity - physicians and paramedics work with other emergency response personnel, each of whom has a specific role to play. The trauma simulations allow students to work together on a case, adding this collaborative dimension to their learning experience.

The simulation exercises in geriatric dentistry will form the basis of Web-based courseware. Initial plans are to use the simulations to augment an existing, on-campus course. Future plans involve the use of the Web-based simulations for Distance Learning. Dental students from all over the world will eventually be able to meet Adele in the setting of a course delivered completely over the Worldwide Web.

A gallery or list of pictures taken from the diagnostic-skills development and geriatric dentistry simulations can be accessed at:
http://www.isi.edu/isd/ADE/ ade-gallery.html

 

...............................................
AI and Education Group
http://www.dai.ed.ac.uk/groups/aied/
Research and Development Group

The Artificial Intelligence and Education (AI-ED) Group is part of the Division of Informatics of the University of Edinburgh, although it has strong links with other research groups and institutes within and outside Edinburgh. The group's main purpose is the application of Artificial Intelligence techniques and methods to support learning and teaching/training.

 

...............................................
The Aries Laboratory Advanced Research in Intelligent Educational Systems
http://www.cs.usask.ca/research/ research_groups/aries/
Research and Development Group

ARIES, the Laboratory for Advanced Research in Intelligent Educational Systems, is a focal point for research projects in the areas of intelligent tutoring systems and adaptive learning environments. The mission of the ARIES Laboratory is to advance the development of Learning Technologies through the integration of Artificial Intelligence techniques and to advance Artificial Intelligence research through attempts to solve real-world education and training problems.

http://www.asee.org/resources/

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C) Conferences

...............................................
International Conference on Advanced Learning Technologies
ICALT 2002
9-12 September 2002
Kazan, Tatarstan, Russia

http://lttf.ieee.org/icalt2002/eng/index-eng.html

The Second IEEE International Conference on Advanced Learning Technologies will be held in Kazan, Tatarstan, Russia in September 9-12, 2002. It will bring together researchers, academics and industry practitioners who are involved or interested in the design and development of advanced and emerging learning technologies.

How should the adaptive intelligences of computing systems and teachers/students interact and collaborate?

What pedagogies are appropriate and useful to guide applications and what tools and media are required for developers, teachers and students?

Also evaluation is an important but often neglected issue, but what methods are appropriate to provide guidance and empowerment to these advances in learning technologies and their implementations?

Other topics area covered at this conference include:
. Integrated learning environments
. Application of AI tools in learning technology
. Agents technology
. Adaptive and intelligent applications

Details of workshop are available at:
http://lttf.ieee.org/icalt2002/eng/ index-eng.html

 

...............................................

AIED: International Conferences on Artificial Intelligence in Education
http://aied.inf.ed.ac.uk/socintro.html

The International AIED Society organizes a biennial AIED conference, which is the major international forum for reporting the best research in the field of AI in Education.
The conferences provide the opportunity for the exchange of information and ideas on related research, development and applications. Society members receive reduced registration rates for AIED conferences. AIED 97 was held in Kobe, Japan; AIED 99 was held in Le Mans, France; AIED 01 was held in San Antonio, USA. AIED 03 (the 11th International Conference on Artificial Intelligence in Education) will be held in Sydney, Australia.

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D) Journals and Associations

...............................................
International Journal of Artificial Intelligence in Education
[Quarterly]
http://aied.inf.ed.ac.uk/

The International Journal of Artificial Intelligence in Education (IJAIED) is the official journal of the International AIED Society. IJAIED publishes papers and other items concerned with the application of artificial intelligence techniques and concepts to the design of systems to support learning.

 

...............................................
The Journal of Interactive Learning Research
(JILR)
http://www.aace.org/pubs/jilr/default.htm

The Journal of Interactive Learning Research (JILR) publishes papers related to the underlying theory, design, implementation, effectiveness, and impact on education and training and interactive learning environments such as authoring systems, cognitive tools for learning computer-assisted language learning, interactive simulations and games, intelligent agents on the Internet, intelligent tutoring systems, microworlds, virtual reality based learning systems.

 

...............................................
The Journal of Intelligent Systems
http://www.brunel.ac.uk/~hssrjis/

An interdisciplinary journal dealing with areas like artificial intelligence, models and computational theories of human cognition, perception and motivation, brain models, artificial neural nets, and neural computing.

 

...............................................
International Artificial Intelligence in Education Society
http://aied.inf.ed.ac.uk/aiedsoc.html

The overall aim of the International Artificial Intelligence in Education (AIED) Society is to advance knowledge and promote research and development in the field of AI in Education. It aims to help members keep up-to-date in the field through supporting Conferences, a Journal, and other activities of interest to members.

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E) Books and Publications

...............................................
Relevant Publications on Artificial Intelligence and Distance Learning and Education

Ganeshan, R., Johnson, W.L., Shaw, E., and Wood, B.P. Tutoring Diagnostic Problem Solving , In Proceedings of the Fifth Int'l Conf. on Intelligent Tutoring Systems, 2000

Shaw, E., Ganeshan, R., Johnson, W.L., and Millar, D. Building a Case for Agent-Assisted Learning as a Catalyst for Curriculum Reform in Medical Education, In Proceedings of the Int'l Conf. on Artificial Intelligence in Education, July, 1999

Shaw, E., Johnson, W.L., and Ganeshan, R., Pedagogical Agents on the Web. In Proceedings of the Third Int'l Conf. on Autonomous Agents, pp. 283-290, May, 1999

Johnson, W.L., Shaw, E., and Ganeshan, R., Pedagogical Agents on the Web. ITS'98 - Conference on Intelligent Tutoring Systems Workshop on Pedagogical Agents and Workshop on Intelligent Tutoring Systems on the Web, August, 1998.

Johnson, W.L. and Shaw, E., Using Agents to Overcome Difficulties in Web-Based Courseware. AI-ED'97 Workshop on Intelligent Educational Systems on the World Wide Web, August, 1997. Postscript version is available here.

Johnson, W.L., Blake, T., and Shaw, E., Automated Management and Delivery of Distance Courseware. In Proceedings of WebNet'96 - World Conference of the Web Society Proceedings, October, 1996.

[Anderson et al. 1995] Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. The Journal of the Learning Sciences, 4, 167-207.

 
 
 
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posted by Robin Good on Thursday, April 25 2002, updated on Saturday, January 21 2006


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