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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 Hits 81 – 100 of 122 81 A Framework for Multiple Adaptable Pedagogical Strategies in Intelligent Tutoring Systems Mathews, Moffat Mannunkal. - : University of Canterbury. Computer Science and Software Engineering, 2012 Abstract: The need to give educators the ability to enter a particular teaching strategy of their choice into an Intelligent Tutoring System (ITS) and have the ITS respond appropriately to each student has been stated by many researchers. For example, an educator could tell the ITS to keep students within a certain help level ratio (how much help they request), or to introduce a new topic in a particular manner and the ITS simply carries this out at each learning point of interest. Educators could then try new strategies, ones that unaided are impossible to try out in class (such as keeping a student within a help-seeking range) or difficult within an ITS (as the ITS would have to be specially programmed in that way). Current ITSs provide adaptivity to the student at the domain level but not necessarily at the pedagogical level. While a variety of pedagogical strategies have been implemented (e.g. apprenticeship, socratic, practice), there is no system that offers parts or all of these strategies with the ability to choose between them dynamically. In this project, we designed a new framework for an ITS to include multiple, potentially adaptable pedagogical strategies. This was done by breaking up the pedagogical module into separate components. The Pedagogical Strategy Set (PSS) contains all the strategies, written as constraints. The Pedagogical Student Model (PSM) keeps track of which pedagogical strategies were used by each student. Within the ITS, there is still a smaller, separate pedagogical module to deal with domain-specific strategies. The Pedagogical Control Centre (PCC) contains the logic of when and how to use the pedagogical strategies. It gathers its information from the other modules and uses decision logic to trigger strategies. We implemented and evaluated this framework within the context of SQL-Tutor and found that the framework could be used to enter pedagogical strategies, which in turn compared favourably to the original SQL-Tutor. This proof of concept opens up the possibility of the logic and algorithms that could be implemented (e.g. in the PCC) in future ITSs. The PSS is a separate module, written in a different language, independent of ITSs. This could lead to sharing of pedagogical strategies between tutors. Furthermore, students learn differently to each other; this framework allows them to do so. Keyword: Intelligent Educational Systems; Intelligent Tutoring Systems; Pedagogical Strategies URL: https://doi.org/10.26021/2333 http://hdl.handle.net/10092/7334 BASE Hide details 82 Accessing High-Quality Instructional Strategies Hamann, Edmund T.; Reeves, Jenelle In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012) BASE Show details 83 Bibliotecas digitales: Recursos bibliográficos electrónicos en educación básica Gómez Zermeño, Marcela Georgina In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 39, 2012, pags. 119-128 (2012) BASE Show details 84 Lectura crítica de medios: una propuesta metodológica Alvarado Miquilena, Morella In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 39, 2012, pags. 101-108 (2012) BASE Show details 85 Distance Education and Community Learning Networks linked by a Library of Culture Santiago, Joseph A In: Student Affairs Digital Community Development (2011) BASE Show details 86 Motivation for High School Students to Read:Differences among Student Perceptions and Differences between Student and Teacher Perceptions Gunter, Angela Dawn In: Dissertations (2011) BASE Show details 87 Caring, Interaction, and Active Teaching Strategies: Factors That Contribute to the Success of the Associate Degree Nursing Student Logsdon, Penelope Sue In: Dissertations (2011) BASE Show details 88 Acculturation Stress of Immigrant Latino Children: A narrative investigation Santana-Wynn, Jari In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1272815276 (2010) BASE Show details 89 The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom Falkenberg, Carol Ann In: FIU Electronic Theses and Dissertations (2010) BASE Show details 90 Reading comprehension as a function of a reading-strategy program in monolingual and bilingual students with Special Educational Needs: An experimental study ... Antoniou, Faye. - : Selected papers on theoretical and applied linguistics, 2009 BASE Show details 91 Prospects for Developing L2 Students’ Effective Use of Vocabulary Learning-Strategies via Web-Based Training Ranalli, Jim In: English Publications (2009) BASE Show details 92 Una propuesta de AICLE para el trabajo con textos en segundos idiomas Ramos, Francisco In: Education Faculty Works (2009) BASE Show details 93 Improving Reading Comprehension in Dual Language Programs Franco-Fuenmayor, Susana E.; Kandel-Cisco, Brooke; Padrón, Yolanda In: Scholarship and Professional Work – Education (2008) BASE Show details 94 Effects of Drama on the Use of Reading Comprehension Strategies and on Attitudes Toward Reading Güngör, Arzu In: Güngör, Arzu. (2008). Effects of Drama on the Use of Reading Comprehension Strategies and on Attitudes Toward Reading. Journal for Learning through the Arts, 4(1). doi:10.21977/D94110045. Retrieved from: http://www.escholarship.org/uc/item/4d62r6p9 (2008) BASE Show details 95 Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process Berkowitz, Megan In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1208900950 (2008) BASE Show details 96 Peer Teaching and Learning: Co-constructing Language in a Dual Language First Grade Gunawardena, Delmi; Angelova, Maria E.; Volk, Dinah In: Teacher Education Faculty Publications (2006) BASE Show details 97 Book review : 'Mediating ideology in text and image : ten critical studies' Jones, Alan. - : University of Hawaii, 2006 BASE Show details 98 Language socialization of the child through caretaker-child personal narratives : a comparison of Thai and English Winskel, Heather; Luksaneeyanawin, Sudaporn; Yangklang, Peerapat. - : U.K, Sage, 2006 BASE Show details 99 Las estrategias de reformulación: el paso desde un texto-fuente a un texto de divulgación didáctica Juana Marinkovich In: Literatura y Lingüística, Iss 16, Pp 191-210 (2005) (2005) BASE Show details 100 Pistage informatisé des stratégies de lecture : une étude de cas en contexte pédagogique ; : Computer tracking of reading strategies : a case study in a pedagogical context Bouvet, Éric; Bréelle, Dany In: Apprentissage des Langues et Systèmes d'Information et de Communication ; https://edutice.archives-ouvertes.fr/edutice-00001464 ; Apprentissage des Langues et Systèmes d'Information et de Communication, 2004, 07 (1), pp.85-106 ; http://alsic.org (2004) BASE Show details Page: 1 2 3 4 5 6 7

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