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Tutoring & Help System
Tutoring & Help System
CSE-435Nicolas Frantzen
CSE-435Nicolas 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
“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
“ I hear and I forget. I see and I remember. I do and I understand. ”
Confucius
OverviewOverview
A few facts…What are Intelligent Tutoring
Systems ?General concepts of Case-Based ITSCBITS in real life : concrete examplesPerspectivesDemo of an ITS
A few facts…What are Intelligent Tutoring
Systems ?General concepts of Case-Based ITSCBITS in real life : concrete examplesPerspectivesDemo 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
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
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 ModelConventional 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
The Student Model
The Pedagogical or Tutor Model
The Domain Knowledge
…and their interaction…and their interaction
The Student ModelThe 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
MisconceptionsKnowledge gap
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
MisconceptionsKnowledge gap How long
should we keep the
information?
How long should we keep the
information?
The Tutor ModelThe Tutor Model
Information about the teaching process:
When to review ? When to present new topics? What topics to teach?
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.
Get input from the Learner model to make its decision to reflect the differing needs of each student.
The Domain KnowledgeThe Domain Knowledge
Contains the information the tutor is teaching
Most important part of the ITS
Issues: 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)?
Contains the information the tutor is teaching
Most important part of the ITS
Issues: 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
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-Based Adaptation
Case-Base Teaching
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-Based Adaptation
Case-Base Teaching
Eureka !!
Eureka !!
Case-Based AdaptationCase-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
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)
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)
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 RepresentationCase Representation
As a Complete case: Problem definition + detailed solution
As Partial Case (Snippet) : Subgoals of problems + solution within different contexts
As a Complete case: Problem definition + detailed solution
As Partial Case (Snippet) : Subgoals of problems + solution within different contexts
CBITS in real lifeCBITS in real life
CBITS have been used in many different areas :
Biology : INVISSIBLE (under construction) Physics : ANDES Math : ActiveMATH Jurisprudence Economics
The most popular ones are: Programming : ELM-Art, SQL-Tutor, Chess : CACHET
CBITS have been used in many different areas :
Biology : INVISSIBLE (under construction) Physics : ANDES Math : ActiveMATH Jurisprudence Economics
The most popular ones are: Programming : ELM-Art, SQL-Tutor, Chess : CACHET
But Why
?
But Why
?
Further WorkFurther 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
Collaborative Learning
Allowing student to interact (help) with each other while learning with an ITS
But problem concerning modeling student knowledge and defining teaching strategies
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
Collaborative Learning
Allowing student to interact (help) with each other while learning with an ITS
But problem concerning modeling student knowledge and defining teaching strategies
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
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 ModelThe Student Model
Use Constraint-Based Modeling (allows to reduce complexity by focusing on faults only)
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 constraintsUse Pattern Recognition to match learner’s solution to possible constraints
Let’s have fun !Let’s have fun !
Start engine
Demo of SQL-Tutor
Start engine
Demo of SQL-Tutor
What have we learn today?
What have we learn today?
ITS “give” personalized instruction3 main parts are:
The Student Model The Tutor Model The Domain Knowledge
CBITS use different approach: Case-Based Adaptation Case-Based Teaching (Static or Adaptive)
Classification Problem-Solving Planning
ITS “give” personalized instruction3 main parts are:
The Student Model The Tutor Model The Domain Knowledge
CBITS use different approach: Case-Based Adaptation Case-Based Teaching (Static or Adaptive)
Classification Problem-Solving Planning
ConclusionConclusion
Still many areas in ITS are open Developing Authoring tools Increase modularity of ITS Natural language Modeling Collaborative Learning
ITS are becoming more and more popular as a good assistant to human tutors
Still many areas in ITS are open Developing Authoring tools Increase modularity of ITS Natural language Modeling Collaborative Learning
ITS are becoming more and more popular as a good assistant to human tutors
Thank You !Happy Halloween !!!
Thank You !Happy Halloween !!!
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