BibSonomy publications for /author/SilerTue Jul 05 18:29:45 CEST 2011 Exploring the effectiveness of knowledge construction dialogues 2003ITS KCDs dialogue language natural The goal of the Atlas project has been to provide opportunities for students to construct their own knowledge and to learn actively by conversing with a natural language-based ITS. We report the results of an evaluation comparing student learning of basic qualitative physics concepts when they engage in natural language dialog, specically in Knowledge Construction Dialogs (KCDs), with student learning when they simply read about the physics concepts in minilessons. A 2-tailed paired t-test computed over all matched pairs in our student population demonstrates a trend in favor of KCDs with students who had no previous college level physics courses.Thu Jun 30 00:00:00 CEST 2011Intelligent Tutoring Systemsconf/its/2002552-561Lecture Notes in Computer ScienceA Hybrid Language Understanding Approach for Robust Selection of Tutoring Goals.23632002dblp Thu Jun 30 00:00:00 CEST 2011Intelligent Tutoring Systemsconf/its/2002158-167Lecture Notes in Computer ScienceThe Architecture of Why2-Atlas: A Coach for Qualitative Physics Essay Writing.23632002dblp Mon Jun 27 00:00:00 CEST 2011International Journal of Man-Machine Studies3321-332A Parallel Rule Firing Fuzzy Production System with Resolution of Memory Conflicts by Weak Fuzzy Monotonicity, Applied to the Classification of Multiple Objects Characterized by Multiple Uncertain Features.261987dblp Mon Jun 27 00:00:00 CEST 2011International Journal of Man-Machine Studies1113-120Patterns of Inductive Reasoning in a Parallel Expert System.301989dblp Fri Jun 17 00:00:00 CEST 2011Intelligent Tutoring Systemsconf/its/1998434-443Lecture Notes in Computer ScienceStudent Modeling from Conversational Test Data: A Bayesian Approach Without Priors.14521998dblp Tue Jun 07 00:00:00 CEST 2011Commun. ACM284-95A Stochastic Evaluation Model for Database Organization in Data Retrieval Systems.191976dblp Fri Nov 12 00:00:00 CET 2010Cognitive Science4471-533Learning from human tutoring.252001dblp Wed Jul 21 16:01:03 CEST 2010Intelligent Tutoring Systems (2)conf/its/2010-2198-208Lecture Notes in Computer SciencePredictors of Transfer of Experimental Design Skills in Elementary and Middle School Children.60952010dblp Wed Jul 21 16:01:03 CEST 2010Intelligent Tutoring Systems (2)conf/its/2010-2408-410Lecture Notes in Computer ScienceComparison of a Computer-Based to Hands-On Lesson in Experimental Design.60952010dblp Wed Sep 16 00:00:00 CEST 2009AIEDconf/aied/2009635-637Frontiers in Artificial Intelligence and ApplicationsMetaTutor: Analyzing Self-Regulated Learning in a Tutoring System for Biology.2002009dblp Fri Jun 26 00:00:00 CEST 2009I. J. Artificial Intelligence in Education173-102Learning, Interactional, and Motivational Outcomes in One-to-One Synchronous Computer-mediated versus Face-to-Face Tutoring.192009dblp Tue Feb 24 19:22:48 CET 2009Cognitive Science4471-533+Learning from human tutoring252001file-import-09-02-13, knowledge, self-explanations Human one-to-one tutoring has been shown to be a very effective form of instruction. Three contrasting hypotheses, a tutor-centered one, a student-centered one, and an interactive one could all potentially explain the effectiveness of tutoring. To test these hypotheses, analyses focused not only on the effectiveness of the tutors' moves, but also on the effectiveness of the students' construction on learning, as well as their interaction. The interaction hypothesis is further tested in the second study by manipulating the kind of tutoring tactics tutors were permitted to use. In order to promote a more interactive style of dialogue, rather than a didactic style, tutors were suppressed from giving explanations and feedback. Instead, tutors were encouraged to prompt the students. Surprisingly, students learned just as effectively even when tutors were suppressed from giving explanations and feedback. Their learning in the interactive style of tutoring is attributed to construction from deeper and a greater amount of scaffolding episodes, as well as their greater effort to take control of their own learning by reading more. What they learned from reading was limited, however, by their reading abilities. (C) 2001 Cognitive Science Society, Inc. All rights reserved.Fri Dec 14 02:47:33 CET 2007Hillsdale, NJProc. of the Twenth-first Annual Conference of the Cognitive Science SocietyTo be published?What Makes a Tutorial Event Effective?1998tutoring_system Tue Aug 21 00:00:00 CEST 2007CAIPconf/caip/2007261-269Lecture Notes in Computer ScienceDelaunay-Based Vector Segmentation of Volumetric Medical Images.46732007dblp Fri Feb 10 00:00:00 CET 2006SIGUCCSconf/siguccs/1992217-220Student employees supporting campus computing: benefits for everyone.1992dblp Thu Nov 20 00:00:00 CET 2003Commun. ACM7407-408A computer method for radiation treatment planning.51962dblp