Tutoring & Help System: Tutoring & Help System CSE-435
Nicolas Frantzen Why Learning ?: Why Learning ? “Give a man a fish and
he will eat for a day.
Teach a man to fish and
he will eat for the rest of his life.”
Chinese Proverb How to Learn?: How to Learn?
“ I hear and I forget.
I see and I remember.
I do and I understand. ”
Confucius Overview: Overview A few facts…
What are Intelligent Tutoring Systems ?
General concepts of Case-Based ITS
CBITS in real life : concrete examples
Demo of an ITS The fun part ! A few facts… : A few facts… Intelligent Tutoring systems (ITS) were born in the 70’s
Became popular in the 90’s
Today about 6% of high-school in USA utilize ITS as a support in the learning process What are ITS ?: What are ITS ? System that provides personalized tutoring by :
Generating problem solutions automatically
Representing the learner’s knowledge acquisition processes
Diagnosing learner’s activities
Providing advices and feedback
Conventional Model: Conventional Model The 3 main components of an ITS…: The 3 main components of an ITS… The Student Model
The Pedagogical or Tutor Model
The Domain Knowledge …and their interaction: …and their interaction The Student Model: The Student Model Keeps track of all information related to the learner :
Description of student behavior with regard to a specific problem
Performance concerning the material being taught
Knowledge gap How long should we keep the information? The Tutor Model: The Tutor Model Information about the teaching process:
When to review ?
When to present new topics?
What topics to teach? Get input from the Learner model to make its decision to reflect the differing needs of each student. The Domain Knowledge: The Domain Knowledge Contains the information the tutor is teaching
Most important part of the ITS
How to represent knowledge so it easily scales up to large domain?
How to represent domain knowledge other than facts and procedure (i.e. concepts and mental model)? How to use CBR?: How to use CBR? To represent the Student model and Domain Knowledge
There are different sources to obtain cases:
Produced by the learner himself
Experience from other learner
On-demand case generation
Predefined cases given by human tutors General Concepts of CBITS: General Concepts of CBITS Where CBR technique become useful ?
During the Problem Solving phase : Find similar problem solved in the past to provide learner with past experience feedback.
Case-Base Teaching Eureka !! Case-Based Adaptation: Case-Based Adaptation
Allows interactive system to adapt to a specific user (i.e CHEF cooking tutor)
Can be used to adapt interface component depending on the user’s knowledge of the software Case-Based Teaching: Case-Based Teaching Main goal is to provide learners with useful information (in order to understand new topics and to help during the problem solving phase).
Case-Based Teaching system are either:
Static (use given case base)
Adaptive (learn new case from learner experience) General Concepts of CBITS (cont’d): General Concepts of CBITS (cont’d) Different type of CBR methods:
Classification Approach (used to provide help on well known pre-analyzed cases)
Problem Solving Approach (to diagnose solution proposed by the learner and to identify the problem solving path used)
Planning Approach (to support planning in the system) Case Representation: Case Representation As a Complete case: Problem definition + detailed solution
As Partial Case (Snippet) : Subgoals of problems + solution within different contexts CBITS in real life: CBITS in real life CBITS have been used in many different areas :
Biology : INVISSIBLE (under construction)
Physics : ANDES
Math : ActiveMATH
The most popular ones are:
Programming : ELM-Art, SQL-Tutor,
Chess : CACHET
But Why? Further Work: Further Work Reduce development time and cost:
Using Authoring tools (API that would simplify programmer’s task to represent knowledge and teaching strategies)
Using Modularity of the student, tutor and domain models for future reuse
Allowing student to interact (help) with each other while learning with an ITS
But problem concerning modeling student knowledge and defining teaching strategies Slide21: Developed in 1996 by Dr. Mitrovic from University of Canterbury, New-Zeland.
Provide a good “on-hand” practice to student discovering SQL
Teaching with example and built-in Database relations.
Useful feedback is given by the system The Student Model: The Student Model Use Constraint-Based Modeling (allows to reduce complexity by focusing on faults only) Constraint Representation: Constraint Representation Use Pattern Recognition to match learner’s solution to possible constraints Let’s have fun !: Let’s have fun ! Start engine
Demo of SQL-Tutor What have we learn today?: What have we learn today? ITS “give” personalized instruction
3 main parts are:
The Student Model
The Tutor Model
The Domain Knowledge
CBITS use different approach:
Case-Based Teaching (Static or Adaptive)
Planning Conclusion: Conclusion Still many areas in ITS are open
Developing Authoring tools
Increase modularity of ITS
Natural language Modeling
ITS are becoming more and more popular as a good assistant to human tutors Thank You !Happy Halloween !!!: Thank You ! Happy Halloween !!!