22nd International Conference, AIED 2021, Utrecht, The Netherlands, June 14–18, 2021, Proceedings, Part I / Roll, Ido ; McNamara, Danielle ; Sosnovsky, Sergey ; Luckin, Rose ; Dimitrova, Vania  

Público ISBD Ningún comentario para este registro. Título : 22nd International Conference, AIED 2021, Utrecht, The Netherlands, June 14–18, 2021, Proceedings, Part I Tipo de documento: documento electrónico Autores: Roll, Ido, ; McNamara, Danielle, ; Sosnovsky, Sergey, ; Luckin, Rose, ; Dimitrova, Vania, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2021 Número de páginas: XXVIII, 518 p. 131 ilustraciones, 103 ilustraciones en color. ISBN/ISSN/DL: 978-3-030-78292-4 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Palabras clave: Inteligencia artificial  Ingeniería Informática  Red de computadoras  Ciencias sociales  Ingeniería de software  Ciencias de la Computación  Ingeniería Informática y Redes  Aplicación informática en ciencias sociales y del comportamiento  Computadoras y Educación  Teoría de la Computación Índice Dewey: 006.3 Inteligencia artificial Resumen: Este conjunto de dos volúmenes LNAI 12748 y 12749 constituye las actas arbitradas de la 22.ª Conferencia Internacional sobre Inteligencia Artificial en la Educación, AIED 2021, celebrada en Utrecht, Países Bajos, en junio de 2021.* Los 40 artículos completos presentados junto con 76 artículos breves, Se revisaron y seleccionaron cuidadosamente 2 artículos de paneles, 4 artículos de la industria, 4 artículos de consorcios doctorales y 6 artículos de talleres entre 209 presentaciones. La conferencia brinda oportunidades para el intercambio de enfoques, técnicas e ideas de los numerosos campos que componen AIED, incluidas la informática, las ciencias cognitivas y del aprendizaje, la educación, el diseño de juegos, la psicología, la sociología, la lingüística, así como muchas áreas de dominios específicos. . *La conferencia se realizó de manera virtual debido a la pandemia de COVID-19. Nota de contenido: Full Papers -- RepairNet: Contextual Sequence-to-Sequence network for automated program repair -- Seven-year longitudinal implications of wheel spinning and productive persistence -- A Systematic Review of Data-driven Approaches to Item Difficulty Prediction -- Annotating Student Engagement Across Grades 1-12: Associations with Demographics and Expressivity -- Affect-Targeted Interviews for Understanding Student Frustration -- Explainable Recommendations in a Personalized Programming Practice System -- Mutilingual Age of Exposure -- DiSCS: A New Sequence Segmentation Method for Open-Ended Learning Environments -- Interpretable Clustering of Students' Solutions in Introductory Programming -- Adaptively Scaffolding Cognitive Engagement with Batch Constrained Deep Q-Networks -- Ordering Effects in a Role-Based Scaffolding Intervention for Asynchronous Online Discussions -- Option Tracing: Beyond Correctness Analysis in Knowledge Tracing -- An approach for detecting student perceptions of the programming experience from interaction log data -- Discovering Co-creative Dialogue States during Collaborative Learning -- Affective Teacher Tools: Affective Class Report Card and Dashboard -- Engendering Trust in Automated Feedback: A Two Step Comparison of Feedbacks in Gesture Based Learning -- Investigating students' reasoning in a code-tracing tutor -- Evaluating Critical Reinforcement Learning Framework In the Field -- Machine learning models and their development process as learning affordances for humans -- Predicting Co-Occurring Emotions from Eye-Tracking and Interaction Data in MetaTutor -- A Fairness Evaluation of Automated Methods for Scoring Text Evidence Usage in Writing -- The Challenge of Noisy Classrooms: Speaker Detection During Elementary Students' Collaborative Dialogue -- Extracting and Clustering Main Ideas from Student Feedback using Language Models -- Multidimensional Team Communication Modeling for Adaptive Team Training: A Hybrid Deep Learning and Graphical Modeling Framework -- A Good Start is Half the Battle Won: Unsupervised Pre-Training for Low Resource Children's Speech Recognition for an Interactive Reading Companion -- Predicting Knowledge Gain during Web Search based on Multimedia Resource Consumption -- Deep Performance Factors Analysis for Knowledge Tracing -- Gaming and confrustion explain learning advantages for a math digital learning game -- Tackling the Credit Assignment Problem in Reinforcement Learning-Induced Pedagogical Policies with Neural Networks -- TARTA: Teacher Activity Recognizer from Transcriptions and Audio -- Assessing Algorithmic Fairness in Automatic Classifiers of Educational Forum Posts -- "Can you clarify what you said?": Studying the impact of tutee agents' follow-up questions on tutors' learning -- Classifying Math Knowledge Components via Task-Adaptive Pre-Trained BERT -- A Multidimensional Item Response Theory Model for Rubric-based Writing Assessment -- Towards Bloom's Taxonomy Classification Without Labels -- Automatic Task Requirements Writing Evaluation With Feedback via Machine Reading Comprehension -- Temporal Processes Associating with Procrastination Dynamics -- Investigating Students' Experiences with Collaboration Analytics for Remote Group Meetings -- "Now, I Want to Teach it for Real!": Introducing Machine Learning as a Scientific Discovery Tool for K-12 Teachers,. Better Model, Worse Predictions: The Dangers in Student Model Comparisons. En línea: https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Link: https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i 22nd International Conference, AIED 2021, Utrecht, The Netherlands, June 14–18, 2021, Proceedings, Part I [documento electrónico] / Roll, Ido, ; McNamara, Danielle, ; Sosnovsky, Sergey, ; Luckin, Rose, ; Dimitrova, Vania,  . -  1 ed.  . - [s.l.] : Springer, 2021 . - XXVIII, 518 p. 131 ilustraciones, 103 ilustraciones en color. ISBN : 978-3-030-78292-4 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Palabras clave: Inteligencia artificial  Ingeniería Informática  Red de computadoras  Ciencias sociales  Ingeniería de software  Ciencias de la Computación  Ingeniería Informática y Redes  Aplicación informática en ciencias sociales y del comportamiento  Computadoras y Educación  Teoría de la Computación Índice Dewey: 006.3 Inteligencia artificial Resumen: Este conjunto de dos volúmenes LNAI 12748 y 12749 constituye las actas arbitradas de la 22.ª Conferencia Internacional sobre Inteligencia Artificial en la Educación, AIED 2021, celebrada en Utrecht, Países Bajos, en junio de 2021.* Los 40 artículos completos presentados junto con 76 artículos breves, Se revisaron y seleccionaron cuidadosamente 2 artículos de paneles, 4 artículos de la industria, 4 artículos de consorcios doctorales y 6 artículos de talleres entre 209 presentaciones. La conferencia brinda oportunidades para el intercambio de enfoques, técnicas e ideas de los numerosos campos que componen AIED, incluidas la informática, las ciencias cognitivas y del aprendizaje, la educación, el diseño de juegos, la psicología, la sociología, la lingüística, así como muchas áreas de dominios específicos. . *La conferencia se realizó de manera virtual debido a la pandemia de COVID-19. Nota de contenido: Full Papers -- RepairNet: Contextual Sequence-to-Sequence network for automated program repair -- Seven-year longitudinal implications of wheel spinning and productive persistence -- A Systematic Review of Data-driven Approaches to Item Difficulty Prediction -- Annotating Student Engagement Across Grades 1-12: Associations with Demographics and Expressivity -- Affect-Targeted Interviews for Understanding Student Frustration -- Explainable Recommendations in a Personalized Programming Practice System -- Mutilingual Age of Exposure -- DiSCS: A New Sequence Segmentation Method for Open-Ended Learning Environments -- Interpretable Clustering of Students' Solutions in Introductory Programming -- Adaptively Scaffolding Cognitive Engagement with Batch Constrained Deep Q-Networks -- Ordering Effects in a Role-Based Scaffolding Intervention for Asynchronous Online Discussions -- Option Tracing: Beyond Correctness Analysis in Knowledge Tracing -- An approach for detecting student perceptions of the programming experience from interaction log data -- Discovering Co-creative Dialogue States during Collaborative Learning -- Affective Teacher Tools: Affective Class Report Card and Dashboard -- Engendering Trust in Automated Feedback: A Two Step Comparison of Feedbacks in Gesture Based Learning -- Investigating students' reasoning in a code-tracing tutor -- Evaluating Critical Reinforcement Learning Framework In the Field -- Machine learning models and their development process as learning affordances for humans -- Predicting Co-Occurring Emotions from Eye-Tracking and Interaction Data in MetaTutor -- A Fairness Evaluation of Automated Methods for Scoring Text Evidence Usage in Writing -- The Challenge of Noisy Classrooms: Speaker Detection During Elementary Students' Collaborative Dialogue -- Extracting and Clustering Main Ideas from Student Feedback using Language Models -- Multidimensional Team Communication Modeling for Adaptive Team Training: A Hybrid Deep Learning and Graphical Modeling Framework -- A Good Start is Half the Battle Won: Unsupervised Pre-Training for Low Resource Children's Speech Recognition for an Interactive Reading Companion -- Predicting Knowledge Gain during Web Search based on Multimedia Resource Consumption -- Deep Performance Factors Analysis for Knowledge Tracing -- Gaming and confrustion explain learning advantages for a math digital learning game -- Tackling the Credit Assignment Problem in Reinforcement Learning-Induced Pedagogical Policies with Neural Networks -- TARTA: Teacher Activity Recognizer from Transcriptions and Audio -- Assessing Algorithmic Fairness in Automatic Classifiers of Educational Forum Posts -- "Can you clarify what you said?": Studying the impact of tutee agents' follow-up questions on tutors' learning -- Classifying Math Knowledge Components via Task-Adaptive Pre-Trained BERT -- A Multidimensional Item Response Theory Model for Rubric-based Writing Assessment -- Towards Bloom's Taxonomy Classification Without Labels -- Automatic Task Requirements Writing Evaluation With Feedback via Machine Reading Comprehension -- Temporal Processes Associating with Procrastination Dynamics -- Investigating Students' Experiences with Collaboration Analytics for Remote Group Meetings -- "Now, I Want to Teach it for Real!": Introducing Machine Learning as a Scientific Discovery Tool for K-12 Teachers,. Better Model, Worse Predictions: The Dangers in Student Model Comparisons. En línea: https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Link: https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i

22nd International Conference, AIED 2021, Utrecht, The Netherlands, June 14–18, 2021, Proceedings, Part II / Roll, Ido ; McNamara, Danielle ; Sosnovsky, Sergey ; Luckin, Rose ; Dimitrova, Vania  

Público ISBD Ningún comentario para este registro. Título : 22nd International Conference, AIED 2021, Utrecht, The Netherlands, June 14–18, 2021, Proceedings, Part II Tipo de documento: documento electrónico Autores: Roll, Ido, ; McNamara, Danielle, ; Sosnovsky, Sergey, ; Luckin, Rose, ; Dimitrova, Vania, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2021 Número de páginas: XLIX, 492 p. 89 ilustraciones, 78 ilustraciones en color. ISBN/ISSN/DL: 978-3-030-78270-2 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Palabras clave: Inteligencia artificial  Ciencias sociales  Software de la aplicacion  Interfaces de usuario (sistemas informáticos)  La interacción persona-ordenador  Procesamiento de datos  Aplicación informática en ciencias sociales y del comportamiento  Computadoras y Educación  Aplicaciones informáticas y de sistemas de información  Interfaces de usuario e interacción persona-computadora  Minería de datos y descubrimiento de conocimientos Índice Dewey: 006.3 Inteligencia artificial Resumen: Este conjunto de dos volúmenes LNAI 12748 y 12749 constituye las actas arbitradas de la 22.ª Conferencia Internacional sobre Inteligencia Artificial en la Educación, AIED 2021, celebrada en Utrecht, Países Bajos, en junio de 2021.* Los 40 artículos completos presentados junto con 76 artículos breves, Se revisaron y seleccionaron cuidadosamente 2 artículos de paneles, 4 artículos de la industria, 4 artículos de consorcios doctorales y 6 artículos de talleres entre 209 presentaciones. La conferencia brinda oportunidades para el intercambio de enfoques, técnicas e ideas de los numerosos campos que componen AIED, incluidas la informática, las ciencias cognitivas y del aprendizaje, la educación, el diseño de juegos, la psicología, la sociología, la lingüística, así como muchas áreas de dominios específicos. . *La conferencia se realizó de manera virtual debido a la pandemia de COVID-19. Nota de contenido: Keynotes -- Scrutability, control and learner models: foundations for learner-centred design in AIED -- Augmenting learning with smart design, smart systems, and intelligence -- Invited Panels -- Mind the Gap: The Bidirectional Relationship between Diversity, Equity, and Inclusion (DEI) and Artificial Intelligence (AI) -- Research-based Digital-first Assessments and the Future of Education -- Short Papers -- Open Learner Models for Multi-Activity Educational Systems -- Personal vocabulary recommendation to support real life needs -- AI Ethics Guidelines for K-12 Education: A Review of the Policy Landscape -- Quantitative Analysis to Further Validate WC-GCMS, a Computational Metric of Collaboration in Online Textual Discourse.-Generation of automatic data-driven feedback to students using Explainable Machine Learning -- Interactive Personas: Towards the Dynamic Assessment of Student Motivation within ITS -- Agent-based ClassroomEnvironment Simulation: the Effect of Disruptive Schoolchildren's Behaviour versus Teacher Control over NeighboursIntegration of Automated Essay Scoring Models using Item Response Theory -- Towards sharing student models across learning systems -- Protecting Student Privacy with Synthetic Data from Generative Adversarial Networks -- Learning Analytics and Fairness: Do Existing Algorithms Serve Everyone Equally? -- Exploiting structured error to improve automated scoring of oral reading fluency -- Data Augmentation for Enlarging Student Feature Space and Improving Random Forest Success.-The School Path Guide: a Practical Introduction to Representation and Reasoning in AI for High School Students -- Kwame: A Bilingual AI Teaching Assistant for Online SuaCode Courses -- Early Prediction of Children's Disengagement in a Tablet Tutor using Visual Features -- An Educational System for Personalized Teacher Recommendation in K-12 Online Classrooms -- Designing intelligent systems to support medical diagnostic reasoning using process data -- Incorporating Item Response Theory into Knowledge Tracing -- The Automated Model of Comprehension (AMoC) v2.0 -- Pre-course Prediction of At-Risk Calculus Students -- Examining Learners' Reflections over Time during Game-based Learning -- Examining the Use of a Teacher Alerting Dashboard During Remote Learning -- Capturing Fairness and Uncertainty in Student Dropout Prediction - A Comparison Study -- Dr. Proctor: A Multi-modal AI-Based Platform for Remote Proctoring in Education -- Multimodal Trajectory Analysis of Visitor Engagement with Interactive Science Museum Exhibits.-Analytics of Emerging and Scripted Roles in Online Discussions: Epistemic Network Analysis Approach -- Towards Automatic Content Analysis of Rhetorical Structure in Brazilian College Entrance Essays -- Contrasting Automatic and Manual Group Formation: A Case Study in a Software Engineering Postgraduate Course -- Aligning Expectations About the Adoption of Learning Analytics in a Brazilian Higher Education Institution -- Interactive Teaching with Groups of Unknown Bayesian Learners -- Multi-Task Learning based Online Dialogic Instruction Detection with Pre-trained Language Models -- Impact of Predictive Learning Analytics on Course Awarding Gap of Disadvantaged students in STEM -- Evaluation of Automated Image Descriptions for Visually Impaired Students -- Way to Go! Effects of Motivational Support and Agents on Reducing Foreign Language Anxiety -- "I didn't copy his code": Code Plagiarism Detection with Visual Proof -- An Epistemic Model-Based Tutor for Imperative Programming -- Long Term Retention of Programming Concepts Learned Using Tracing Versus Debugging Tutors -- Facilitating the Implementation of AI-based Assistive Technologies for Persons with Disabilities in Vocational Rehabilitation: A practical Design Thinking Approach -- Quantifying the Impact of Severe Weather Conditions on Online Learning During the COVID-19 Pandemic -- I-Mouse: A Framework for Player Assistance in Adaptive Serious Games -- Parent-EMBRACE: An Adaptive Dialogic Reading Intervention -- Using Fair AI with Debiased Network Embeddings to Support Help Seeking in an Online Math Learning Platform -- A Multimodal Machine Learning Framework for Teacher Vocal Delivery Evaluation -- Solving ESL Sentence Completion Questions via Pre-trained Neural Language Models -- DanceTutor: An ITS for Coaching Novice Ballet Dancers using Pose Recognition of Whole-body Movements -- Tracing Embodied Narratives of Critical Thinking -- Multi-Armed Bandit Algorithms for Online Adaptive Learning: A Survey -- Paraphrasing Academic Text: A Study of Back-translating Anatomy and Physiology with Transformers -- PAKT: A Position-Aware Self-Attentive Approach for Knowledge Tracing -- Identifying Struggling Students by Comparing Online Tutor Clickstreams -- Exploring Dialogism using Language Models -- EduPal leaves no professor behind: Supporting faculty via a peer-powered recommender system -- Computer-Supported Human Mentoring for Personalized and Equitable Math Learning -- Internalisation of Situational Motivation by Addressing the Needs for Competence, Autonomy and Relatedness in an E-Learning Scenario using Gamification -- Learning Association between Learning Objectives and Key Concepts to Generate Pedagogically Valuable Questions -- Exploring the working and effectiveness of norm-model feedback in conceptual modelling – A preliminary report -- A Comparative Study of Learning Outcomes for Online Learning Platforms -- Explaining Engagement: Underrepresented Learner Behaviors in a Virtual Coding Camp -- (342) Using AI to promote equitable classroom instruction: The TalkMoves Application -- Investigating effects of selecting challenging goals -- Modeling Frustration Trajectories and Problem-Solving Behaviors in Adaptive Learning Environments for Introductory Computer Science -- Behavioral Phenotyping for Predictive Model Equity and Interpretability in STEM Education -- Teaching underachieving algebra students to construct models using a simple intelligent tutoring system -- Charisma and Learning: Designing Charismatic Behaviors for Virtual Human Tutors -- AI-Powered Teaching Behavior Analysis by Using 3D-MobileNet and Statistical Optimization -- Assessment2Vec: Learning Distributed Representations of Assessments to Reduce Instructors' Workload in Marking Exams -- Toward Stable Asymptotic Learning with Simulated Learners -- A word embeddings based clustering approach for collaborative learning group formation -- Intelligent Agents Influx in Schools: Teacher Cultures, Anxiety Levels and Predictable Variations -- WikiMorph: Learning to Decompose Words into Morphological Structures -- Elo-infused Bayesian Knowledge Tracing – an approach to operationalized individualization -- Self-paced Graph Memory Network for Student GPA Prediction and Abnormal Student Detection -- Exploring The Use of Adaptive Experiments To More Rapidly Use Data To Help Students -- A Comparison of Hints vs.Scaffolding in a MOOC with Adult Learners -- An Ensemble Approach for Question-level Knowledge Tracing -- Industry and Innovation -- Scaffolds and Nudges: A Case Study in Learning Engineering Design Improvements -- Condensed Discriminative Question Set for Reliable Exam Score Prediction -- Evaluating the Impact of Research-Based Updates to an Adaptive Assessment -- Back to the Origin: An Intelligent System for Learning Chinese Characters -- Doctoral Consortium -- Automated Assessment of Quality and Coverage of Ideas in Students' Source-based Writing -- Impact of Intelligent Tutoring System (ITS) on Mathematics Achievement using ALEKS -- Automatically Measuring and Scaffolding Mathematics Practices for Content Acquisition -- Contextual Safeguarding in Education: Bayesian network risk analysis for decision support -- Workshops -- Supporting Lifelong Learning -- The First International Workshop on Multimodal Artificial Intelligence in Education (MAIEd) -- Challenges and Advances in Team Tutoring (Half-day Virtual Workshop) -- Intelligent Textbooks -- Enhance AI Education with Industry and Academia Collaboration - IEEE Learning Technology Standard Committee and Artificial Intelligence Standards Committee. En línea: https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Link: https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i 22nd International Conference, AIED 2021, Utrecht, The Netherlands, June 14–18, 2021, Proceedings, Part II [documento electrónico] / Roll, Ido, ; McNamara, Danielle, ; Sosnovsky, Sergey, ; Luckin, Rose, ; Dimitrova, Vania,  . -  1 ed.  . - [s.l.] : Springer, 2021 . - XLIX, 492 p. 89 ilustraciones, 78 ilustraciones en color. ISBN : 978-3-030-78270-2 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Palabras clave: Inteligencia artificial  Ciencias sociales  Software de la aplicacion  Interfaces de usuario (sistemas informáticos)  La interacción persona-ordenador  Procesamiento de datos  Aplicación informática en ciencias sociales y del comportamiento  Computadoras y Educación  Aplicaciones informáticas y de sistemas de información  Interfaces de usuario e interacción persona-computadora  Minería de datos y descubrimiento de conocimientos Índice Dewey: 006.3 Inteligencia artificial Resumen: Este conjunto de dos volúmenes LNAI 12748 y 12749 constituye las actas arbitradas de la 22.ª Conferencia Internacional sobre Inteligencia Artificial en la Educación, AIED 2021, celebrada en Utrecht, Países Bajos, en junio de 2021.* Los 40 artículos completos presentados junto con 76 artículos breves, Se revisaron y seleccionaron cuidadosamente 2 artículos de paneles, 4 artículos de la industria, 4 artículos de consorcios doctorales y 6 artículos de talleres entre 209 presentaciones. La conferencia brinda oportunidades para el intercambio de enfoques, técnicas e ideas de los numerosos campos que componen AIED, incluidas la informática, las ciencias cognitivas y del aprendizaje, la educación, el diseño de juegos, la psicología, la sociología, la lingüística, así como muchas áreas de dominios específicos. . *La conferencia se realizó de manera virtual debido a la pandemia de COVID-19. Nota de contenido: Keynotes -- Scrutability, control and learner models: foundations for learner-centred design in AIED -- Augmenting learning with smart design, smart systems, and intelligence -- Invited Panels -- Mind the Gap: The Bidirectional Relationship between Diversity, Equity, and Inclusion (DEI) and Artificial Intelligence (AI) -- Research-based Digital-first Assessments and the Future of Education -- Short Papers -- Open Learner Models for Multi-Activity Educational Systems -- Personal vocabulary recommendation to support real life needs -- AI Ethics Guidelines for K-12 Education: A Review of the Policy Landscape -- Quantitative Analysis to Further Validate WC-GCMS, a Computational Metric of Collaboration in Online Textual Discourse.-Generation of automatic data-driven feedback to students using Explainable Machine Learning -- Interactive Personas: Towards the Dynamic Assessment of Student Motivation within ITS -- Agent-based ClassroomEnvironment Simulation: the Effect of Disruptive Schoolchildren's Behaviour versus Teacher Control over NeighboursIntegration of Automated Essay Scoring Models using Item Response Theory -- Towards sharing student models across learning systems -- Protecting Student Privacy with Synthetic Data from Generative Adversarial Networks -- Learning Analytics and Fairness: Do Existing Algorithms Serve Everyone Equally? -- Exploiting structured error to improve automated scoring of oral reading fluency -- Data Augmentation for Enlarging Student Feature Space and Improving Random Forest Success.-The School Path Guide: a Practical Introduction to Representation and Reasoning in AI for High School Students -- Kwame: A Bilingual AI Teaching Assistant for Online SuaCode Courses -- Early Prediction of Children's Disengagement in a Tablet Tutor using Visual Features -- An Educational System for Personalized Teacher Recommendation in K-12 Online Classrooms -- Designing intelligent systems to support medical diagnostic reasoning using process data -- Incorporating Item Response Theory into Knowledge Tracing -- The Automated Model of Comprehension (AMoC) v2.0 -- Pre-course Prediction of At-Risk Calculus Students -- Examining Learners' Reflections over Time during Game-based Learning -- Examining the Use of a Teacher Alerting Dashboard During Remote Learning -- Capturing Fairness and Uncertainty in Student Dropout Prediction - A Comparison Study -- Dr. Proctor: A Multi-modal AI-Based Platform for Remote Proctoring in Education -- Multimodal Trajectory Analysis of Visitor Engagement with Interactive Science Museum Exhibits.-Analytics of Emerging and Scripted Roles in Online Discussions: Epistemic Network Analysis Approach -- Towards Automatic Content Analysis of Rhetorical Structure in Brazilian College Entrance Essays -- Contrasting Automatic and Manual Group Formation: A Case Study in a Software Engineering Postgraduate Course -- Aligning Expectations About the Adoption of Learning Analytics in a Brazilian Higher Education Institution -- Interactive Teaching with Groups of Unknown Bayesian Learners -- Multi-Task Learning based Online Dialogic Instruction Detection with Pre-trained Language Models -- Impact of Predictive Learning Analytics on Course Awarding Gap of Disadvantaged students in STEM -- Evaluation of Automated Image Descriptions for Visually Impaired Students -- Way to Go! Effects of Motivational Support and Agents on Reducing Foreign Language Anxiety -- "I didn't copy his code": Code Plagiarism Detection with Visual Proof -- An Epistemic Model-Based Tutor for Imperative Programming -- Long Term Retention of Programming Concepts Learned Using Tracing Versus Debugging Tutors -- Facilitating the Implementation of AI-based Assistive Technologies for Persons with Disabilities in Vocational Rehabilitation: A practical Design Thinking Approach -- Quantifying the Impact of Severe Weather Conditions on Online Learning During the COVID-19 Pandemic -- I-Mouse: A Framework for Player Assistance in Adaptive Serious Games -- Parent-EMBRACE: An Adaptive Dialogic Reading Intervention -- Using Fair AI with Debiased Network Embeddings to Support Help Seeking in an Online Math Learning Platform -- A Multimodal Machine Learning Framework for Teacher Vocal Delivery Evaluation -- Solving ESL Sentence Completion Questions via Pre-trained Neural Language Models -- DanceTutor: An ITS for Coaching Novice Ballet Dancers using Pose Recognition of Whole-body Movements -- Tracing Embodied Narratives of Critical Thinking -- Multi-Armed Bandit Algorithms for Online Adaptive Learning: A Survey -- Paraphrasing Academic Text: A Study of Back-translating Anatomy and Physiology with Transformers -- PAKT: A Position-Aware Self-Attentive Approach for Knowledge Tracing -- Identifying Struggling Students by Comparing Online Tutor Clickstreams -- Exploring Dialogism using Language Models -- EduPal leaves no professor behind: Supporting faculty via a peer-powered recommender system -- Computer-Supported Human Mentoring for Personalized and Equitable Math Learning -- Internalisation of Situational Motivation by Addressing the Needs for Competence, Autonomy and Relatedness in an E-Learning Scenario using Gamification -- Learning Association between Learning Objectives and Key Concepts to Generate Pedagogically Valuable Questions -- Exploring the working and effectiveness of norm-model feedback in conceptual modelling – A preliminary report -- A Comparative Study of Learning Outcomes for Online Learning Platforms -- Explaining Engagement: Underrepresented Learner Behaviors in a Virtual Coding Camp -- (342) Using AI to promote equitable classroom instruction: The TalkMoves Application -- Investigating effects of selecting challenging goals -- Modeling Frustration Trajectories and Problem-Solving Behaviors in Adaptive Learning Environments for Introductory Computer Science -- Behavioral Phenotyping for Predictive Model Equity and Interpretability in STEM Education -- Teaching underachieving algebra students to construct models using a simple intelligent tutoring system -- Charisma and Learning: Designing Charismatic Behaviors for Virtual Human Tutors -- AI-Powered Teaching Behavior Analysis by Using 3D-MobileNet and Statistical Optimization -- Assessment2Vec: Learning Distributed Representations of Assessments to Reduce Instructors' Workload in Marking Exams -- Toward Stable Asymptotic Learning with Simulated Learners -- A word embeddings based clustering approach for collaborative learning group formation -- Intelligent Agents Influx in Schools: Teacher Cultures, Anxiety Levels and Predictable Variations -- WikiMorph: Learning to Decompose Words into Morphological Structures -- Elo-infused Bayesian Knowledge Tracing – an approach to operationalized individualization -- Self-paced Graph Memory Network for Student GPA Prediction and Abnormal Student Detection -- Exploring The Use of Adaptive Experiments To More Rapidly Use Data To Help Students -- A Comparison of Hints vs.Scaffolding in a MOOC with Adult Learners -- An Ensemble Approach for Question-level Knowledge Tracing -- Industry and Innovation -- Scaffolds and Nudges: A Case Study in Learning Engineering Design Improvements -- Condensed Discriminative Question Set for Reliable Exam Score Prediction -- Evaluating the Impact of Research-Based Updates to an Adaptive Assessment -- Back to the Origin: An Intelligent System for Learning Chinese Characters -- Doctoral Consortium -- Automated Assessment of Quality and Coverage of Ideas in Students' Source-based Writing -- Impact of Intelligent Tutoring System (ITS) on Mathematics Achievement using ALEKS -- Automatically Measuring and Scaffolding Mathematics Practices for Content Acquisition -- Contextual Safeguarding in Education: Bayesian network risk analysis for decision support -- Workshops -- Supporting Lifelong Learning -- The First International Workshop on Multimodal Artificial Intelligence in Education (MAIEd) -- Challenges and Advances in Team Tutoring (Half-day Virtual Workshop) -- Intelligent Textbooks -- Enhance AI Education with Industry and Academia Collaboration - IEEE Learning Technology Standard Committee and Artificial Intelligence Standards Committee. En línea: https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Link: https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i

Modern Mathematics Education for Engineering Curricula in Europe / Pohjolainen, Seppo ; Myllykoski, Tuomas ; Mercat, Christian ; Sosnovsky, Sergey  

Público ISBD Ningún comentario para este registro. Título : Modern Mathematics Education for Engineering Curricula in Europe : A Comparative Analysis of EU, Russia, Georgia and Armenia Tipo de documento: documento electrónico Autores: Pohjolainen, Seppo, ; Myllykoski, Tuomas, ; Mercat, Christian, ; Sosnovsky, Sergey, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2018 Número de páginas: X, 196 p. 39 ilustraciones, 35 ilustraciones en color. ISBN/ISSN/DL: 978-3-319-71416-5 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Palabras clave: Matemáticas  Educación Matemática Índice Dewey: 510.71 Resumen: Este libro de acceso abierto proporciona una visión general completa de las materias básicas que componen los planes de estudios de matemáticas para estudios de ingeniería en cinco países europeos e identifica diferencias entre dos fuertes tradiciones de enseñanza de matemáticas a ingenieros. El trabajo colectivo de expertos de una docena de universidades examina críticamente varios aspectos de la educación matemática superior. Los dos proyectos Tempus-IV de la UE, MetaMath y MathGeAr, investigan las metodologías actuales de educación matemática para disciplinas técnicas y de ingeniería. Los proyectos tienen como objetivo mejorar los planes de estudios de matemáticas existentes en las universidades rusas, georgianas y armenias mediante la introducción de métodos y herramientas modernos de aprendizaje mejorado por tecnología (TEL), así como cambiando el enfoque de la educación matemática en ingeniería de una tradición puramente teórica a una más aplicada. paradigma. MetaMath y MathGeAr han reunido a educadores de matemáticas, especialistas de TEL y expertos en garantía de calidad de la educación de 21 organizaciones en seis países. Los resultados de un análisis comparativo exhaustivo de todo el espectro de cursos de matemáticas en la UE, Rusia, Georgia y Armenia han permitido al consorcio identificar e introducir varias modificaciones en sus planes de estudio, preservando al mismo tiempo el estado generalmente sólido de la educación matemática universitaria. en estos paísesEl libro presenta la metodología, procedimiento y resultados de este análisis. Este libro es un recurso valioso para profesores, especialmente aquellos que enseñan matemáticas, y planificadores curriculares para ingenieros, así como para una audiencia general interesada en la educación superior científica y técnica. Nota de contenido: Mathematics education in EU in STEM disciplines -- Case Study Methodology -- Overview of Math Education for STEM in RUSSIA -- Overview of Math Education for STEM in Georgia -- Overview of Math Education for STEM in Armenia -- Overview of Math Education for STEM in EU -- Use cases in Russia -- Use cases in Georgia and Armenia -- Lessons Learnt. En línea: https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Link: https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i Modern Mathematics Education for Engineering Curricula in Europe : A Comparative Analysis of EU, Russia, Georgia and Armenia [documento electrónico] / Pohjolainen, Seppo, ; Myllykoski, Tuomas, ; Mercat, Christian, ; Sosnovsky, Sergey,  . -  1 ed.  . - [s.l.] : Springer, 2018 . - X, 196 p. 39 ilustraciones, 35 ilustraciones en color. ISBN : 978-3-319-71416-5 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Palabras clave: Matemáticas  Educación Matemática Índice Dewey: 510.71 Resumen: Este libro de acceso abierto proporciona una visión general completa de las materias básicas que componen los planes de estudios de matemáticas para estudios de ingeniería en cinco países europeos e identifica diferencias entre dos fuertes tradiciones de enseñanza de matemáticas a ingenieros. El trabajo colectivo de expertos de una docena de universidades examina críticamente varios aspectos de la educación matemática superior. Los dos proyectos Tempus-IV de la UE, MetaMath y MathGeAr, investigan las metodologías actuales de educación matemática para disciplinas técnicas y de ingeniería. Los proyectos tienen como objetivo mejorar los planes de estudios de matemáticas existentes en las universidades rusas, georgianas y armenias mediante la introducción de métodos y herramientas modernos de aprendizaje mejorado por tecnología (TEL), así como cambiando el enfoque de la educación matemática en ingeniería de una tradición puramente teórica a una más aplicada. paradigma. MetaMath y MathGeAr han reunido a educadores de matemáticas, especialistas de TEL y expertos en garantía de calidad de la educación de 21 organizaciones en seis países. Los resultados de un análisis comparativo exhaustivo de todo el espectro de cursos de matemáticas en la UE, Rusia, Georgia y Armenia han permitido al consorcio identificar e introducir varias modificaciones en sus planes de estudio, preservando al mismo tiempo el estado generalmente sólido de la educación matemática universitaria. en estos paísesEl libro presenta la metodología, procedimiento y resultados de este análisis. Este libro es un recurso valioso para profesores, especialmente aquellos que enseñan matemáticas, y planificadores curriculares para ingenieros, así como para una audiencia general interesada en la educación superior científica y técnica. Nota de contenido: Mathematics education in EU in STEM disciplines -- Case Study Methodology -- Overview of Math Education for STEM in RUSSIA -- Overview of Math Education for STEM in Georgia -- Overview of Math Education for STEM in Armenia -- Overview of Math Education for STEM in EU -- Use cases in Russia -- Use cases in Georgia and Armenia -- Lessons Learnt. En línea: https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Link: https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i

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