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What can CTAT do for you?Overview of the CTAT track
Vincent Aleven, Bruce McLaren
and the CTAT team
3rd Annual PSLC LearnLab Summer SchoolPittsburgh,
June 18-22, 2007
What can CTAT do for you? - 2 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
If you are not in the CTAT track, why would you listen to this talk?• CTAT relevant to most other tracks:
– TuTalk: TuTalk dialogue tutor agent and CTAT intelligent tutor would make an awesome duo!
– In Vivo: could do an in vivo experiment with CTAT-based tutors (happens all the time!)
– Data Shop: many data sets in the Data Shop were generated using CTAT-built tutors
– TagHelper: Hmm…. maybe you are naturally curious about CTAT
• Track hopping is allowed!– E.g., if in the In Vivo track, could attend (some) CTAT
sessions
What can CTAT do for you? - 3 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Overview
• What is “a tutor?”– And would you want to build one?
• Why do you need CTAT to build one?• What more precisely can you do with
CTAT?– Short movie of authoring with CTAT– Examples of projects that have used CTAT– Key choices to make when authoring with
CTAT
• Planned activities in the CTAT track
What can CTAT do for you? - 4 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
A simple example: Fraction Addition
• Interact with the fraction addition tutor on the CTAT web site …
What can CTAT do for you? - 5 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Key elements of interactivity in CTAT Tutors1. Problem-solving environment, often with
interactive tools
2. Tutorial guidance, in the form of a. implicit yes-no feedback on correctness of problem
steps b. feedback messages for commonly-occurring errors c. next-step hints (on demand or tutor initiated) ==> can handle multiple student strategies for
solving problems
3. Adaptive problem selection based on student performance solving problems with the tutor
Koedinger, K. R., & Aleven V. (in press). Exploring the assistance dilemma in experiments with Cognitive Tutors. Educational Psychology Review.
What can CTAT do for you? - 6 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Kinds of Computer Tutors
Intelligent tutoring systemse.g., Sherlock
Model-tracing tutors
e.g., Andes Cognitive Tutors
e.g., Algebra
Tutoring systems
CAI e.g., Microsoft’s PersonalTutor
Constraint-based tutors
e.g., SQL Tutor
Example-tracing tutors
e.g., Stoichiometry, French Culture Tutor
Can be built with CTAT
What can CTAT do for you? - 7 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Cognitive Tutors: Real-world success of Intelligent Tutoring Systems technology
• Cognitive Tutor Courses– Goal: Improve quantitative literacy & fluency– Computer-based one-to-one tutoring
• Based on computational models of student thinking• Based on the concept of Model Tracing
• Used by many students in many schools– Algebra Cognitive Tutor: In over 2,000 schools in the USA,
300,000 students per year– Geometry Cognitive Tutor: In 350 schools– Most widely used intelligent tutoring system?
• University created a company, Carnegie Learning, to disseminate
Algebra Cognitive Tutor Sample
Use graphs, graphics calculator
Analyze real world problem scenarios
Use table, spreadsheet
Use equations, symbolic calculator
Tutor learns about each student
Tutor follows along, provides context-sensitive Instruction
What can CTAT do for you? - 9 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Replicated Field Studies• Full year classroom experiments• Replicated over 3 years in urban schools• In Pittsburgh
& Milwaukee
• Results:50-100% better on problem solving & representation use.
15-25% better on standardized tests.
Koedinger, Anderson, Hadley, & Mark (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8.
0
10
20
30
40
50
60
Iowa SAT subset ProblemSolving
Represent-ations
Traditional Algebra Course
Cognitive Tutor Algebra
What can CTAT do for you? - 10 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
ACT-R: A Cognitive Theory of Learning and Performance
• Big theory … key tenets:– Learning by doing, not by listening or watching
– Production rules represent performance knowledge:
These units are: Instruction implications:• modular • context specific
isolate skills, concepts, strategiesaddress "when" as well as "how"
Anderson, J.R., & Lebiere, C. (1998). The Atomic Components of Thought. Erlbaum.
What can CTAT do for you? - 11 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
• Cognitive Model: A system that can solve problems in the various ways students can
Strategy 1: IF the goal is to solve a(bx+c) = d THEN rewrite this as abx + ac = d
Strategy 2: IF the goal is to solve a(bx+c) = d THEN rewrite this as bx + c = d/a
Misconception: IF the goal is to solve a(bx+c) = d THEN rewrite this as abx + c = d
Cognitive Tutor Technology:Use ACT-R theory to individualize instruction
What can CTAT do for you? - 12 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
3(2x - 5) = 9
6x - 15 = 9 2x - 5 = 3 6x - 5 = 9
Cognitive Tutor Technology:Use ACT-R theory to individualize instruction• Cognitive Model: A system that can solve problems in
the various ways students can
If goal is solve a(bx+c) = dThen rewrite as abx + ac = d
If goal is solve a(bx+c) = dThen rewrite as abx + c = d
If goal is solve a(bx+c) = dThen rewrite as bx+c = d/a
• Model Tracing: Follows student through their individual approach to a problem -> context-sensitive instruction
What can CTAT do for you? - 13 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
3(2x - 5) = 9
6x - 15 = 9 2x - 5 = 3 6x - 5 = 9
Cognitive Tutor Technology:Use ACT-R theory to individualize instruction• Cognitive Model: A system that can solve problems in
the various ways students can
If goal is solve a(bx+c) = dThen rewrite as abx + ac = d
If goal is solve a(bx+c) = dThen rewrite as abx + c = d
• Model Tracing: Follows student through their individual approach to a problem -> context-sensitive instruction
Hint message: “Distribute a across the parentheses.”
Bug message: “You need tomultiply c by a also.”
• Knowledge Tracing: Assesses student's knowledge growth -> individualized activity selection and pacing
Known? = 85% chance Known? = 45%
What can CTAT do for you? - 14 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
CTAT motivation: Make tutor development easier and faster!• Development costs of instructional technology are
high– E.g., ~300 dev hours per hour of instruction for Computer
Aided Instruction (Murray, 1999)
• Cognitive Tutors: – Large student learning gains as a result of detailed cognitive
modeling– ~200 dev hours per hour of instruction (Koedinger et al,
1997)– Requires PhD level cog scientists and AI programmers
• Solution: Easy to use Cognitive Tutor Authoring Tools (CTAT)Murray, T. (1999). Authoring Intelligent Tutoring Systems: An Analysis of the state of the art. The International Journal of Artificial Intelligence in Education, 10, 98-129.
Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1997). Intelligent tutoring goes to
school in the big city. The International Journal of Artificial Intelligence in Education, 8, 30-43.
What can CTAT do for you? - 15 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
CTAT goal: broaden the group of targeted authors• Instructional technology developers (e.g.,
instructional media dept. at university, or developers of on-line courses)
• Researchers interested in intelligent tutoring systems
• Instructors (e.g., computer-savvy college professors)
• Learning sciences researchers interested in using computer-based tutors in their experiments– Within the PSLC, CTAT-based tutors are often used in in
vivo experiments
What can CTAT do for you? - 16 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
How to reduce the authoring cost?• Less programming, more automation
– Drag & drop interface construction– Demonstration-based programming– New: Machine learning and data mining
• Human-Computer Interaction (HCI) methods– User studies, summer schools, informal & formal
comparison studies
• Exploit tools already in use– Component-based architecture with “standard” tool-
tutor protocol– Off-the-shelf tools and languages (e.g., Netbeans,
Eclipse, Flash, Jess)
What can CTAT do for you? - 17 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
CTAT supports two types of tutors
• Cognitive Tutors and Example-Tracing Tutors• Behavior is similar (though not identical), both support
the same elements of interactivity:– problem-solving environment with tutorial guidance:– yes/no feedback on steps (can handle multiple student
strategies!)– Specific feedback messages for common errors– Next-step hints
• Technology and development are very different– Example-Tracing Tutors: built through “programming by
demonstration” - authors creates examples of how the students should solve problems
– Cognitive Tutors: built by AI programming (much harder) - author creates rule-based cognitive model
What can CTAT do for you? - 18 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Movie Showing How an Example-Tracing Tutor is built
What can CTAT do for you? - 19 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Authoring with CTAT and Flash
Behavior Recorder
Flash authoringenvironment with
tutor interface shown
Web browser withExample-Tracing tutor
embedded in HTML
What can CTAT do for you? - 20 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Authoring an Example-Tracing TutorStep 1: Create a User Interface
– Create the graphical user interface (GUI) used by the student
Step 2: Demonstrate Behavior– Demonstrate correct, alternative correct, and incorrect solutions
Step 3: Generalize– Specify how demonstrated behavior could vary within given
problem• allowed order of steps• allowed variants for a given step
Step 4: Annotate the Graph – Annotate solutions steps in the resulting “behavior graph” with:
• hint messages, • error messages, • labels for concepts or skills associated with actions
Test and Iterate on Steps 1-4 …
Step 5: Publish Tutor to Web
Behavior Recorder
Data Shop
CTAT’s Modular Architecture
Student Interface(or external problem-solving environment)
Cool Modes
CyclePad
Java Swing
Flash
Learner Management System
LMS
Tutor Shop
Cognitive Model Development Tools
TDK (Lisp-based)
Jess tools (Java-based)
Editor
Eclipse
Tutor Engine
Tertle (Lisp-based) + Model Tracer
Jess (Java-based) + Model Tracer
Example Tracer (Java-based)
Example Tracer (Flash-based)
GUI Builder
IntelliJ
Dreamweaver
Code Warrior
Netbeans
Flash MX 2004
What can CTAT do for you? - 22 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
DataShop - Inspection & Evaluation of CTAT Data
Learning CurveReport
What can CTAT do for you? - 23 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
DataShop - Inspection & Evaluation of CTAT Data
Error Report
What can CTAT do for you? - 24 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
CTAT’s Track Record• CTAT-based tutors have been used in
(approx. 15) experiments in Geometry, Chemistry, Chinese, and French
• Over 300 users (you not included)
• Four releases in past year (1.6, 2.0, 2.1, 2.2)
• CTAT Web site– 35,000 unique visitors in 2006, 580,000 hits
• CTAT Downloads– 2,200 in 2006 (14% CMU & Pitt)
What can CTAT do for you? - 25 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
http://ctat.pact.cs.cmu.edu
What can CTAT do for you? - 26 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Development time comparison• Past estimates of ITS development
200:1 for robust beta versions used in real classrooms
• Example-Tracing Tutor Development25:1 for initial alpha versions: (Koedinger et al, 2004)
# Of PseudoTutors
DesignTime
Dev.Time
InstructionalTime
Design/Devto Instr.
Economics 11 3600 2190 180 32.2
Math Assistments 20 810 1170 98 20.2
LSAT 3 240 3000 180 18.0
Language Learning 8 210 575 50 15.7
Totals 4860 6935 508 23.2
• If creating a robust beta doubles dev time, we would have ~50:1 ratio -- a reduction of 4 times!
Koedinger, K., Aleven, V., Heffernan, N., McLaren, B. M., and Hockenberry, M (2004). Opening the Door to Non-Programmers: Authoring Intelligent Tutor Behavior by Demonstration;. In the Proceedings of the Seventh International Conference on Intelligent Tutoring Systems (ITS-2004).
What can CTAT do for you? - 27 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Where does CTAT fit into the Realm of Authoring Tools?
Murray survey (1999) discusses 7 categories of authoring tools for intelligent tutoring systems (ITS), including:
• Device Simulation - RIDES (Munro et al 1997)• Tutoring Strategies - REDEEM (Ainsworth et al 2003;
Major et al 1997)• Domain Expert System - Demonstr8 (Blessing 1997)
Cognitive Tutor Authoring Tools:• “Domain Expert System” category of authoring systems• No commercially successful tools for authoring model-
tracing, Cognitive Tutors• First to provide functionality to simplify & speed cog.
tutor development
What can CTAT do for you? - 28 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Other Example-Tracing Tutors built with CTAT
Chinese - tone study
Chinese - listen and readFrench culture
FrenchChemistry (stoichiometry)
Geometry (self-assessment) Geometry (on-line testing)
What can CTAT do for you? - 29 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Chinese: tone studyWang, Perfetti, Liu, et al.
What can CTAT do for you? - 30 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Stoichiometry studyMcLaren et al.
What can CTAT do for you? - 31 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Geometry self-assessment tutorRoll et al.
What can CTAT do for you? - 32 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
French cultureOgan et al.
What can CTAT do for you? - 33 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Help seekingAleven, McLaren, Roll, et al.
What can CTAT do for you? - 34 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
FrenchJones et al.
What can CTAT do for you? - 35 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Chinese: listen and readMei, Haney, et al.
What can CTAT do for you? - 36 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Division Tutor (Stefan King)
What can CTAT do for you? - 37 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Mass Production: Create template behavior graph and spreadsheet with data for each problem
Each row containsvalues for one variablein the Behavior Graphtemplate
Each columncontains data for1 problem
A Behavior Graph iscreated automaticallyfor each problem bymerging the spreadsheetdata into the template
What can CTAT do for you? - 38 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
What is Mass Production?• Many learning situations require repetition of
similar problems, but authoring many similar Example-Tracing Tutors is hard– It is time-consuming to demonstrate individual
problems– Inconsistency between problems is often introduced
• Examples:– Practice fraction addition problems in a math class– Drill on proper use of articles in a language class
• CTAT mass production allows us to use a single demonstration as the basis for many tutored problems of the same type
What can CTAT do for you? - 39 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
The Mass Production process
What can CTAT do for you? - 40 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Self-explanation of incorrect examplesJulie Booth et al.
What can CTAT do for you? - 41 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Another example - Thermodynamics
Simulator hookedup with CTAT
CTAT provides tutoringfor analyzing power plant efficiency
What can CTAT do for you? - 42 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
What type of tutor shall I build? Cognitive Tutors v. Example-Tracing Tutors
• Cognitive Tutor (e.g., Algebra Cognitive Tutor, Logic Tutor)– Technology: uses rule-based cognitive model to monitor students
(implemented in Jess)– Development: Difficult to build; requires AI programming – Advantages: General for a class of problems; can deal with subtle
dependencies of steps, many solution paths, etc.– Sometimes an advantage: SimStudents module writes rules for you
(experimental use of machine learning; tried on a small scale)
• Example-Tracing Tutors (the other examples in this talk)– Technology: uses examples of problem solutions to monitor students– Development: programming by demonstration, “Mass Production”
facilitates authoring of many isomorphic problems (in Excel) – Advantages: Much easier to build; for non-programmers
What can CTAT do for you? - 43 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
How to make the choice?• Often, example-tracing tutors are a good choice
– Easier to build– At this point in time, their web delivery is better supported
• Cognitive Tutors only if– You have (AI) programming experience (possibly gained during
this summer school), and– You deal with problems that have subtle dependencies among
steps, or many different solutions paths• Best to build an example-tracing tutor first
– Rapid prototype! And supports cognitive task analysis– Then decide whether to move on to Cognitive Tutor– Example-Tracing Tutors re-usable when developing a Cognitive
Tutor: Examples guide planning, serve as semi-automated test cases
http://ctat.pact.cs.cmu.edu/index.php?id=tutortypes
What can CTAT do for you? - 44 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
During the summer school
• Learning to create Example-Tracing Tutors is easy, learning to create Cognitive Tutors is hard
• The CTAT track will cover development of Cognitive Tutors and Example-Tracing Tutors– In your project you could decide to focus mainly on
example-tracing tutors– (Then again, this is your chance to get some
mentoring as you build a Cognitive Tutor)
• If you are not in the CTAT track, but interested in learning to build tutors in limited time, it is best to focus on example-tracing tutors
What can CTAT do for you? - 45 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Options for developing a user interface for your tutor (no
programming!)• Java with Netbeans GUI Builder
– Freely available– Web delivery via WebStart (we are still gaining
experience with this)
• Flash (from Adobe)– Easy to deploy on the web: With plug-in, compatible
with many browsers– Not free
What can CTAT do for you? - 46 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Choices, choices, …• $$$ may be a factor …
• Whether you know Flash or Java need not be a factor– Unless you need to program custom behaviors
• Web delivery of Cognitive Tutors only supported with Java, but web delivery of Example-Tracing tutors is easier in Flash
• Sets of widgets/components are differenthttp://ctat.pact.cs.cmu.edu/index.php?id=reference-widgetshttp://ctat.pact.cs.cmu.edu/index.php?id=reference-components
• See also:http://ctat.pact.cs.cmu.edu/index.php?id=java-flash_differenceshttp://ctat.pact.cs.cmu.edu/index.php?id=tutortypes
• Our recommendation: use Flash if you can
What can CTAT do for you? - 47 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
During the summer school
• Examples shown in demos and lectures will come mainly from Java / Netbeans
• For your projects, you are free to choose– If the long-term prospects for your project
are uncertain, then the available widgets/components should be decisive
– Otherwise, all factors mentioned on the previously slide should probably be considered
What can CTAT do for you? - 48 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Summary of choices to be madewhen using CTAT for real• Cognitive Tutor or Example-Tracing
Tutors?– If Cognitive Tutors, use SimStudents?– If Example-Tracing Tutors, use Mass
Production?
• Tutor interface in Flash or Java?– Also possible to program your own
What can CTAT do for you? - 49 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Overview of CTAT track activitiesMonday, June 18 11:00 Discuss project focus 16:00 Finalize project focus
Tuesday, June 19 9:15 How to: ACT-R / Building a cognitive model in Jess 10:00 Hands-on: Create Example-Tracing Tutor or on-line test with CTAT 11:45 Do think alouds of other pair 13:30 How to: Model tracing with a Jess cognitive model 14:15 (NSH 3305) Demo: Create cognitive model with CTAT 16:00 Demo: Create tutor GUI with Netbeans; Design & create GUI from think aloud
Wednesday, June 20 9:30 Hands-on: Create Cognitive Tutor for fraction addition 11:45 Hands-on: Create GUI and ETT for your domain 14:15 Hands-on: Write English production rules/Create your own Cognitive Tutor 15:45 Hands-on: Create your own Cognitive Tutor/Try out Simstudents
Thursday, June 21 10:45 Hands-on: Extend your own Cognitive Tutor 13:30 Hands-on: Finalize Cognitive TutorAfternoon Prepare presentations
Friday, June 22Morning/early afternoonProject presentations
What can CTAT do for you? - 50 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Demo of CTAT
What can CTAT do for you? - 51 3rd LearnLab Summer School, Pittsburgh, PA, June 18-22, 2007
© Vincent Aleven, Bruce McLaren, & the CTAT Team, 2007
Thank you!