AI-ED 95 (DC, Aug. 16-19)
assoc. advancement computers ed.
gopher: //aace.virginia.edu
+*************************************************************+
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* A I - E D 9 5 *
* *
* 7th WORLD CONFERENCE ON *
* ARTIFICIAL INTELLIGENCE IN EDUCATION *
* *
* August 16-19, 1995 * Washington, DC *
* *
* *
* PRELIMINARY PROGRAM / REGISTRATION *
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* Sheraton National Hotel *
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* Invited Speakers * Papers * Panels *
* Tutorials/Workshops * Posters *
* *
* Hosted by *
* George Mason University *
* *
* Sponsored by *
* AI-ED Society/AACE *
* Association for the Advancement of Computing in Education *
* *************************************************************
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INVITATION
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AI-ED 95 offers you opportunities to learn about the latest research,
developments, and applications from colleagues around the world.
Major Session Topics
--------------------
- Intelligent tutoring systems
- Learning environments and microworlds
- Visual and graphical interfaces
- Human factors and interface design
- Non-standard and innovative interfaces
- Intelligent multimedia systems
- Authoring systems and tutoring shells
- Collaboration tools
- Principles/tools for instructional design
- Natural language interfaces
- Knowledge representation for instruction
- Knowledge and skill acquisition
- Conceptual change/Metacognition
- Teaching higher-order thinking skills
- Social and cultural aspects of learning
- Cognitive development and errors
- Student modeling, cognitive diagnosis
- Theories of teaching/Motivation
- Reading and writing
- Educational robotics
- Computer-assisted language learning
- Evaluation of instructional systems
- Assessment of learning outcomes
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AI-ED 95 CONFERENCE PROGRAM ACTIVITIES
--------------------------------------
The 7th World Conference on Artificial Intelligence in Education (AI-ED 95)
is one of a series of international conferences designed to report the best
research in the field of AI in Education and to provide opportunities for
the cross-fertilization of information and ideas on related research and
development, and applications.
The conference is sponsored by the AI-ED Society of the Association for the
Advancement of Computing in Education (AACE), a non-profit international
organization, and publisher of the Journal of Artificial Intelligence in
Education, and is supported by the leading organizations in the field.
Invited Speakers
----------------
The Conference will feature six Invited Speakers, international leaders in
their respective fields who will share their insights. (See listing below.)
Tutorials
---------
Two tutorials will be given at AI-ED 95, providing introductions to
important topics in the AI and Education field. These tutorials will be
held on Wednesday, August 16th.
Workshops
---------
Several workshops on topics related to AI in Education will be held in
conjunction with the AI-ED 95 conference. Workshop participants will have
an opportunity to meet and discuss issues with a selected focus, providing
an informal setting for active interchange among researchers, developers,
and users on topics of interest. Workshop attendance is free to delegates,
subject to acceptance by workshop organizers. A 2-4 page position paper
should be submitted to the relevant Workshop Chair by May 30th (see
accompanying information for procedure and list of workshops). Papers
submitted after this date will also be considered if space is available.
Workshops will be held Wednesday, August 16th.
Papers
------
Papers reporting on significant work in research, development, and
applications related to artificial intelligence in education will be
presented and published in the conference proceedings.
Panels
------
Two Panels will present and discuss different aspects of a relevant issue
and interact with the audience to widen the discussion.
Posters
------
Poster sessions will enable researchers, developers, and practitioners to
demonstrate and discuss recent results and work in progress in a less
formal, one-on-one context.
Proceedings
-----------
The conference proceedings--Artificial Intelligence in Education, 1995--
will serve as a major source book in the field and be given to all
conference registrants. Extra copies of the Proceedings will be available
at the conference.
Social Program & Tourist Excursions
-----------------------------------
The conference will offer three receptions, a Potomac River Dinner Cruise,
and interesting city tours for participants and companions.
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INVITED SPEAKERS
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A Case Study of Open-Ended Scientific Inquiry
in a Technology-Supported Classroom
LOUIS M. GOMEZ
Northwestern Univ., USA
Intelligent Learning Environments for Programming:
The Case for Integration and Adaptation
PETER BRUSILOVSKY
ICSTI, Russia
From Case-Based Reasoning to
Scaffolded Electronic Notebooks: A Journey
JANET L. KOLODNER
Georgia Institute of Technology, USA
Design and Adaptive Interactions:
Two Levels of Intelligence in Social Learning Systems
TAK-WAI CHAN
National Central Univ., Taiwan, R.O.C.
Diagnosis Is Mutual: A Distributed Cognition Approach
PIERRE DILLENBOURG
Univ. of Geneva, Switzerland
Discourse Generation for Instructional Applications:
Making Computer-Based Tutors More Like Humans
JOHANNA D. MOORE
Univ. of Pittsburgh, USA
_________________________________________________________
| |
| AI-ED 95 OVERVIEW |
| ----------------- |
| |
| Tuesday, August 15 |
| ------------------ |
| Registration 4 PM-8 PM |
| |
| Wednesday, August 16 |
| -------------------- |
| Registration 8 AM-8 PM |
| Tutorials/Workshops 8:30 AM-5 PM |
| Welcome Reception 6 PM-8 PM |
| |
| Thursday, August 17 |
| ------------------- |
| Registration 8 AM-5 PM |
| Opening of Conference 8:30 AM-9 AM |
| Invited Talk-Louis Gomez 9 AM-10 AM |
| Break 10 AM-10:30 AM |
| Paper Sessions 10:30 AM-12:10 PM |
| Invited Talk-Peter Brusilovsky 1:50 PM-2:50 PM |
| Break 2:50 PM-3:20 PM |
| Paper Sessions 3:20 PM-5 PM |
| Posters & Dessert Reception 7:30 PM-9:30 PM |
| |
| Friday, August 18 |
| ----------------- |
| Registration 8 AM-5 PM |
| Invited Talk-Janet Kolodner 8:30 AM-9:30 AM |
| Break 9:30 AM-10 AM |
| Paper Sessions 10 AM-11:40 AM |
| Invited Talk-Tak-Wai Chan 1:20 PM-2:20 PM |
| Paper Sessions/Panel 2:20 PM-3:35 PM |
| Break 3:35 PM-4 PM |
| Panel Session 4 PM-5 PM |
| AI-ED Society Business Meeting 5 PM-5:30 PM |
| Potomac River Dinner Cruise 7 PM-11:30 PM |
| |
| Saturday, August 19 |
| ------------------- |
| Registration 8 AM-5 PM |
| Invited Talk-Pierre Dillenbourg 8:30 AM-9:30 AM |
| Break 9:30 AM-10 AM |
| Paper Sessions 10 AM-11:40 AM |
| Paper Sessions 1:20 PM-3 PM |
| Break 3 PM-3:20 PM |
| Invited Talk-Johanna Moore 3:20 PM-4:20 PM |
| Closing Session & Reception 4:20 PM-5 PM |
|_________________________________________________________|
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AI-ED COMMITTEES
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AI-ED 95 Organizing Committee
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Sharon Derry, Univ. of Wisconsin, USA
Jim Greer, Univ. of Saskatchewan, CANADA
Alan Lesgold, Univ. of Pittsburgh, USA
Matthew Lewis, RAND Corporation, USA
Gary Marks, AACE, USA
John Self, Lancaster Univ., UK
Valerie Shute, Brooks Air Force Base, USA
Program Committee
-----------------
Chair: Jim Greer, Univ. of Saskatchewan, CANADA
Michael Baker, Ctr. National de la Recherche Scientifique, FRANCE
Paul Brna, Lancaster Univ., UK
Tak-Wai Chan, National Central Univ., TAIWAN
Susanne Lajoie, McGill Univ., CANADA
Alan Lesgold, Univ. of Pittsburgh, USA
Riichiro Mizoguchi, Osaka Univ., JAPAN
Claus Moebus, Univ. of Oldenburg, GERMANY
Valery Petrushin, Glushkov Institute of Cybernetics, UKRAINE
Jacobijn Sandberg, Univ. of Amsterdam, NETHERLANDS
Valerie Shute, Brooks Air Force Base, USA
Elliot Soloway, Univ. of Michigan, USA
Local Organizing Committee
--------------------------
Chair: Christopher Dede, George Mason Univ.
Henry Hamburger, George Mason Univ.
Greg Kearsley, George Washington Univ.
Andrea Leddo, Research Development Corporation
Karen McGraw, RWD Technology
AI-ED Society Executive Committee
---------------------------------
Chair: John Self, Lancaster Univ., UK
Joost Breuker, Univ. of Amsterdam, NETHERLANDS
Peter Brusilovsky, Int'l. Ctr. of Scientific and Tech. Info., RUSSIA
Alex Bykat, Armstrong State College, USA
William Clancey, Inst. for Res. on Learning, USA
Geoff Cumming, La Trobe Univ., AUSTRALIA
Christopher Dede, George Mason Univ., USA
Pierre Dillenbourg, Univ. de Geneve, SWITZERLAND
Peter Goodyear, Lancaster Univ., UK
Monique Grandbastien, Univ. de Nancy, FRANCE
Jim Greer, Univ. of Saskatchewan, CANADA
Lewis Johnson, Univ. of So. California, USA
Alan Lesgold, Univ. of Pittsburgh, USA
Zhongmin Li, Utah State Univ., USA
Gordon McCalla, Univ. of Saskatchewan, CANADA
Susan Mengel, Univ. of Arkansas, USA
Vittorio Midoro, Istituto Tecnologie Didattiche, ITALY
Riichiro Mizoguchi, Osaka Univ., JAPAN
Claus Moebus, Univ. of Oldenburg, GERMANY
Jean-Francois Nicaud, Univ. de Paris, FRANCE
Rachel Or-Bach, Technion, ISRAEL
Helen Pain, Univ. of Edinburgh, SCOTLAND
Julita Vassileva, Bulgarian Academy of Sciences, BULGARIA
Martial Vivet, Univ. du Maine, FRANCE
Philip Winne, Simon Fraser Univ., CANADA
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TUTORIALS
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Wednesday, 8:30 AM-12 NOON
--------------------------
T1: An ACT-R Tutorial
John Anderson, Dept. of Psychology, Carnegie Mellon Univ., USA
------------------------------------------------------------------
Abstract: ACT-R is a general architecture for doing cognitive modelling
which has been used as the basis for student models in a generation of
intelligent tutors. The purpose of this tutorial is to provide an overview
of the ACT-R theory with an eye to enabling participants to both develop
cognitive models and understand the theoretical underpinnings of cognitive
tutors. The tutorial will cover the basic ACT-R theory, how to use it on
the publicly distributed simulation system, and its relationship to the ACT
tutors. This background will enable participants, if they choose, to go
through a series of publicly available "problems" that will allow them to
master the basic ACT-R features in the simulation program, which is also
publicly available.
Prequisite Knowledge: A general familiarity with issues in cognitive
science would definitely be helpful if not absolutely necessary. If the
participants are to then go on and use the ACT-R system, an ability in LISP
programming would again be very helpful if not necessary.
Wednesday, 1:30 PM-5 PM
------------------------
T2: Building Expert Critiquing Systems for Situated Tutoring
and Life Long Learning
Barry G. Silverman, Institute for Artificial Intelligence,
George Washington Univ., USA; E-mail: ba...@seas.gwu.edu
---------------------------------------------------------------
Abstract: Expert critiquing systems open up new opportunities for the
fields of intelligent tutoring and life long learning. From a life long
learning perspective, embedded critics open up the prospect of the task
context automatically focussing the search and retrieval of relevant
learning materials. That is, the critic is aware of the user's changing
tasks and work content, so (subject to user preferences) it can
automatically screen, select, and compose work-critical learning materials
from a world wide web of "learning on demand" materials.
This tutorial explores the dual tutoring/life long learning roles of
critics and how they may be implemented in previously existing automated
environments. We will survey how critics are being embedded within
environments such as word processing, hospital systems, CAD packages,
command and control workstations, software programming languages, and smart
appliances. We will give special attention to personalised learning
environments and daily knowledge alerting systems in information highway
settings. There will be hands-on interaction with several working critics,
a life long learning library, and with an application programming shell.
Intended audience: Practitioners interested in a how-to-do-it lecture on
critiquing and life long learning approaches they can embed in environments
they are interested in. Researchers interested in improving on-demand or
situated life long learning approaches should also find the tutorial
beneficial. No previous knowledge of critics or the information highway is
required.
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FULL DAY WORKSHOPS
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Wednesday, August 16th, 8:30 AM - 5 PM
--------------------------------------
If you are interested in participating in a workshop, you should send a
position paper to the Workshop Chair by May 30th, 1995 (extended deadline).
The Workshop Chairs will select people to attend and participate in the
workshops on the basis of the position papers that they submit. If you miss
the May 30th deadline and wish to attend a workshop, please contact the
AI-ED 95/AACE office to determine if space is available.
W1: Authoring Shells for Intelligent Tutoring Systems
-----------------------------------------------------
Workshop Chair:
Nigel Major
Dept. of Psychology
University Park, Nottingham NG7 2RD
England, UK
Phone: +44 115 951 5151 x8370; E-mail: ni...@psyc.nott.ac.uk
Organizing Committee:
Tom Murray, Univ. of Massachusetts, USA
Charles Bloom, Applied Research & Multimedia Services, US WEST
Technologies, USA
Abstract: As numerous research groups around the world are refining the art
of building intelligent tutors, and several have proven to be quite
effective, there is a growing consensus among researchers that more should
be available in the form of authoring tools that alleviate the need to
start from scratch with each new system. In addition, instructional
designers are in need of usable tools for rapidly prototyping sophisticated
instructional systems. Also, educational theorists are in need of tools
for evaluating educational strategies and alternative curriculum models.
There is still a significant gap between CBT authoring tools such as
Authorware and Icon Author, which have the large and established user base,
and the research tools built in universities for constructing ITSs. This
workshop will provide an opportunity for practitioners and researchers
doing work with ITS shells and CAI authoring tools to share their visions
and concerns regarding the next step in ITS authoring tools. Participants
will make brief presentations, following which there will be general
discussions addressing the following issues related to ITS authoring tools:
usability, evaluation, domain independence, minimalist approaches, multiple
teaching strategies, student models.
Intended Audience: Those doing research in instructional theory who are
interested in automated instruction; those doing research with the goal of
producing general instructional systems; those interested in the evaluation
of ITS; and those applying any type of computer based instruction in a
classroom.
If you are interested in participating, please send a position paper or
inquiry by May 30th to:
Dr. Tom Murray
LGRC A301-A, Computer Science Dept.
Univ. of Massachusetts
Amherst, MA 01003, USA
tmu...@cs.umass.edu
The paper should both mention your position on some of the issues and
briefly describe previous work that has provided experience leading to
these positions. The paper should have no more than 2500 words in the
body. No limit to pictures and figures. Include a condensed bibliography
of your past work (no more than 15 items long). Though the workshop will
focus on key general issues, and discourage detailed summaries of
particular systems, we also want to emphasise concrete examples of idea s
over vague philosophical positions, whenever possible, and the position
papers should briefly describe these.
W2: Computational Mathetics
---------------------------
Workshop Chair:
John Self
Computing Dept.
Lancaster Univ.
Lancaster LA1 4YR, UK
Email: j...@comp.lancs.ac.uk
Organizing Committee:
Ulrich Hoppe, Duisburg, Germany
Sherman Huang, Calgary, Canada
Ana Paiva, Lisbon, Portugal
Abstract: Recently, the AI-ED field has moved away from its roots in AI to
consider broader educational, psychological, and social issues. Such
considerations should be complemented by the kind of theoretical rigour
common in other areas of applied AI. Computational Mathetics is a term
invented to denote the study of learning and teaching using the technical,
formal concepts of AI. The purpose of Computational Mathetics is to enable
components of AI-ED systems to be designed by analytic means (eventually).
Recent work on multi-agent systems promises a foundation for Computational
Mathetics, since AI-ED systems are essentially concerned with interactions
between various agents which may be ascribed various mental attitudes.
Other relevant areas of formal AI include belief revision, diagnosis,
dialogue, machine learning, meta-reasoning, and nonmonotonic reasoning.
The main aim of this workshop is to review the extent to which formal AI
can begin to provide an analytic basis for AI-ED systems and to identify
those areas where progress is most likely or urgent. The workshop will be
organised as a set of sessions each with a panel discussion based on a
review paper.
The workshop is intended for those who have made, or hope to make, some
contribution to Computational Mathetics. They would be able to relate some
area of formal AI to Computational Mathetics. Those wishing to participate
should submit a short position paper by the May 30th to the workshop chair
outlining their experiences or views on some aspect of Computational
Mathetics.
W3: Automated (Novice) Program Analysis
---------------------------------------
Workshop Chair:
Philip Vanneste
KIHO
Gebr. Desmetstraat 1
9000 Gent, Belgium
Phone: +32 (0)9-223.60.01; Email: philip....@kulak.ac.be
Organizing Committee:
Koen Bertels, FUNDP, Namur, Belgium
Bart De Decker, KULAK, Kortrijk, Belgium
Diana Bental, Middlesex Univ., Bounds Green Road, London N11 2NQ, UK
Rudi Lutz, School of Cognitive and Computing Sciences, Sussex Univ., UK
Lewis Johnson, Information Sciences Institute, Univ. of Southern California
Abstract: Techniques for the automated analysis of the semantics of
programs have a number of interesting applications within programming
education. For example, such tools could be integrated within an ITS for
programming in order to improve student modelling capabilities, or they
could be used to improve tools for the visualisation of programs, etc.
A lot of research has been done on the automation of novice program
analysis. This has resulted in a number of different approaches each with
its own vocabulary, its own knowledge representation, and its own
techniques.
The purpose of this full-day workshop is to put these different approaches
together in order to find out what they have in common and what the most
important differences are. Additionally, this should enable a proper
comparison of the strengths, weaknesses, and possible applications of each
approach. Finally, the workshop hopes to clarify the different
vocabularies used by the different approaches.
Intended Audience: The workshop is primarily intended for people who are
active in the field of program analysis. However, people working on
programming environments and tools should also find this workshop useful.
People wanting to participate in this workshop should submit a position
paper in which they describe their own approach to novice program analysis.
This should be done using a predefined format, handling specific aspects of
their approach (purpose, terminology, knowledge representation, techniques
used, handling of erroneous programs, scalability, evaluation, flexibility,
and existing approaches). People who have not been working on program
analysis should clarify their viewpoints on program analysis and the
possible applications.
Detailed guidelines on the format of the position paper can be obtained by
e-mail from the Workshop Chair. Position papers should be sent to the
Workshop Chair by May 30th.
W4: The Use of Qualitative Reasoning Techniques
in Interactive Learning Environments
-----------------------------------------------
Workshop Chairs:
Radboud Winkels
Dept. of Computer Science & Law
Univ. of Amsterdam
Kloveniersburgwal 72
1012 CZ Amsterdam, The Netherlands
Phone: +31 20 525 3485; Email: win...@lri.jur.uva.nl
Bert Bredeweg
Dept. of Social Science Informatics
Univ. of Amsterdam
Roetersstraat 15
1018 BW Amsterdam, The Netherlands
Phone: +31 20 525 6788; Email: be...@swi.psy.uva.nl
Organising Committee:
Ken Forbus, Northwestern Univ., USA
Elliot Soloway, Univ. of Michigan, USA
Barbara White, Univ. of California at Berkeley, USA
Abstract: A large part of the research on qualitative reasoning in AI
originated from efforts trying to cope with the limitations that followed
from using quantitative simulators for teaching purposes (e.g., SOPHIE and
STEAMER). Nowadays qualitative reasoning is an important research area
within AI. During the past 10 years the qualitative reasoning community
has begun to understand the crucial aspects relevant to this type of
reasoning. Many promising results have been achieved, whereas at the same
time the limitations of the current techniques are well understood.
However, the use of qualitative reasoning techniques within interactive
(computer based) learning environments has not been given as much attention
as one would have expect ed.
In this workshop we want to focus on the use of QR techniques in
Interactive Learning Environments. People interested in participating in
this workshop should submit a 2-4 page position paper on any topic within
this theme, including (but not limited to):
- Simulation
- Explanation, causality, and teleology
- Curriculum planning
- Cognitive diagnosis and student modelling
- (Automated) model progression
- Authoring methodology
- Human-computer interaction and cooperation
- Real/practical applications
Please send three copies of your paper to one of the workshop chairs by
May 30th, at the above addresses. Accepted contributions will be included
in the Workshop Working Notes.
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CONCURRENT SESSIONS
-------------------
PANELS
------
Diverse perspectives on modelling in education
John Anderson, Alan Lesgold, Susanne Lajoie, Carnegie Mellon Univ.,
Univ. of Pittsburgh, USA, McGill Univ., Canada
Facilitating intelligent tutoring technology transfer
Charles P. Bloom, A. Scott Wolff, Alan Lesgold, & R. Bowen Loftin, U.S.
West Technologies, Univ. of Pittsburgh, Univ. of Houston, USA
PAPERS
------
A cognitive model of design processes for modelling distributed systems
Olaf Schroeder, Claus Moebus & Knut Pitschke, Inst. OFFIS & Univ. of
Oldenburg, Germany
A formulation of auxiliary problems and its evaluations
Tsukasa Hirashima, Akihiro Kashihara & Jun'ichi Toyoda, Osaka Univ., Japan
A generative learner model in the domain of second language learning
Sue Sentance & Helen Pain, Univ. of Cambridge & Univ. of Edinburgh, UK
A goal-centred architecture for intelligent tutoring systems
Jim Reye, Queensland Univ. of Technology, Australia
A multi-agent approach to model student reasoning process
Stephane Leman, Sylvain Giroux & Pierre Marcenac, Univ. de La Reunion,
France & Tele Univ., Canada
A shell for intelligent tutoring systems
Bettina Reinhardt & Stefan Schewe, Univ. of Wuerzburg & Bruderkrankenhaus
St. Josef, Germany
AdventurePlayer: Macrocontext plus microworlds
Thad Crews, Gautam Biswas, Mitchell Nathan, Sashank Varma, Susan Goldman &
John Bransford, Vanderbilt Univ., USA
An ITS to plan inquiry dialogue
Lung-Hsiang Wong, Chee-Kit Looi & Hiok-Chai Quek, Nanyang Technological
Univ., Singapore
An adaptive hypermedia system
Tomas A. Perez, Julia N. Guierrez & Philippe Lopisteguy, Univ. del Pas
Vasco, Spain
An authoring component for protocol driven hypertext explanations
Markus Lusti, Basel Univ., Switzerland
An intelligent tutoring system for Japanese interpersonal expressions
Kyoko Kai & Jun-ichi Nakamura, Kyushu Inst. of Technology, Japan
Application and development of multiple teaching styles
to an engineering ITS
Chaisak Srisethanil & Nelson Baker, Georgia Inst. of Technology, USA
Automated video assessment of human performance
Andrew S. Gordon, Northwestern Univ., USA
Automatic generation of tutors for spreadsheet applications
Maurizio Lentini, Daniele Nardi & Alessandro Simonetta, Univ. di Roma
"La Sapienza", Italy
Belvedere: Engaging students in critical discussion of science and
public policy issues
Daniel Suthers, Arlene Weiner, John Connelly & Massimo Paolucci, Univ. of
Pittsburgh, USA
CAL language: When education influences the design of an AI language
Adil Kabbaj & Claude Frasson, Univ. de Montreal, Canada
CONNIE: An interactive learning environment for creative tasks based on the
negotiation of constraints
Matt Smith, King Alfred's College of Higher Education, UK
Cognitive conceptual models for defining robot control
David Mioduser, Ilya Levin & Vadim Talis, Tel-Aviv Univ., Israel
Cognitive diagnosis revisited
Kees de Koning, Joost Breuker & Bert Bredeweg, Univ. of Amsterdam, The
Netherlands
Conceptual graphs for similarity measurement in a case-based physics
problem solver
Pak-Wah Fung & Alison Adam, Univ. of Manchester, UK
Contribution to studying negotiation: A knowledge items approach
Pierre Jambaud & Daniele Herin-Aime, LIRMM, France
Design and implementation of simulation-based discovery environments:
The SMISLE solution
Wouter van Joolingen & Ton de Jong, Univ. of Twente, The Netherlands
"Device Models" in student modeling
Yury V. Tsybenko, Glushkov Inst. for Cybernetics, Ukraine
"Did I say what I think I said, and do you agree with me?":
Inspecting and questioning the student model
Susan Bull & Helen Pain, Univ. of Edinburgh, UK
Dynamic case-based tutoring: A cognitive science approach
Thomas J. Schult & Peter Reimann, Univ. of Freiburg, Germany
Enabling abstractions: Key steps in building physics models
Diana Bental & Paul Brna, Equipe COAST & Lancaster Univ., UK
Externalising learner models
A. Paiva, J. Self & R. Hartley, Technical Univ. of Lisbon, Portugal; Univ.
of Lancaster & Univ.
Graphic interface for parallelism in educational robotics
Jean-Baptiste La Palme & Maurice Belanger, Univ. of Quebec, Canada
How to elicit self-explanation
Ahihiro Kashihara, Tsukasa Hirashima & Jun'ichi Toyoda, Osaka Univ., Japan
Integrating intelligent assistants in an educational hypermedia system
Neide Santos, Carlos A.N. Cosenza & Ana Regina Rocha, Univ. Federal do Rio
de Janeiro, Brasil
Intellectual skills and cognitive strategies: Can one method tutor both?
Frank Linton, The MITRE Corporation, USA
Intelligent tutoring goes to school in the big city
Kenneth R. Koedinger, John R. Anderson, William H. Hadley & Mary Mark,
Carnegie Mellon Univ., USA
Knowledge construction and sharing in quorum
Alberto J. Canas, Kenneth M. Ford, John Brennan, Thomas Reichherzer & Pat
Hayes, Univ. of West Florida & Univ. of Illinois, USA
Knowledge decomposition and subgoal reification in the
ACT programming tutor
Albert T. Corbett & John R. Anderson, Carnegie Mellon Univ., USA
Learner adaptivity in generic instructional strategies
Kris Van Marcke & Henriette Vedelaar, Knowledge Technologies N.V., Belgium
Learner-centered design of sensorily immersive microworlds using a virtual
reality interface
Marilyn C. Salzman, Chris Dede & R. Bowen Loftin, George Mason Univ.
& NASA/Johnson Space Center, USA
Learning environments for conceptual change: The case of statistics
Geoff Cumming & Neil Thomason, La Trobe Univ. & Univ. of Melbourne,
Australia
Missing opportunities for learning in collaborative problem-solving
interactions
Michael Baker & Katerine Bielaczyc, Ecole Normale Superieure de Lyon,
France
Model progressions and cognitive flexibility theory
Julie-Ann Sime, Lancaster Univ., UK
Modeling hypermedia navigation: An AI approach
Chuen-Tsai Sun, Yu-Tai Ching & Fu-Xiong Lin, National Chiao Tung Univ.,
Taiwan
Modelling and mending student's misconceptions in translating algebra word
problems using a belief revision system in TAPS
Normaziah Aziz, Helen Pain & Paul Brna, Univ. of Edinburgh, UK
Multiviews learning and intelligent tutoring systems
M. Quafafou, A. Mekaouche & H.S. Nwana, IRIN, France & Univ. of Keele, UK
On automatic generation of intelligent tutoring systems
Ruqian Lu, Cungen Cao, Yunhong Chen & Zhanggang Han, Academia Sinica,
NCIC & Hua Qiao Univ., China
Ontological issues of CSCL systems design
Mitsuru Ikeda, Heinz Ulrich Hoppe & Riichiro Mizoguchi, Osaka Univ., Japan
Persistent collaboration: Marrying the technology push with the
learning pull
Tom Conlon & Helen Pain, Heriot-Watt Univ. & Univ. of Edinburgh, UK
Prerequisite relationships for the adaptive assessment of knowledge
Cornelia E. Dowling & Rainer Kaluscha, Technische Univ. Braunschweig,
Germany
Presenting examples in explanations: A preliminary study of some textual
factors on comprehension
Vibhu O. Mittal, Univ. of Pittsburgh, USA
Probabilistic approach to adaptive students' knowledge assessment:
Methodology and experiment
Valery Petrushin, Katherine Sinitsa & Victoria Zherdienko, Georgia Inst. of
Technology, USA & Glushkov Inst. of Cybernetics, Ukraine
Providing examples and individual remindings in an intelligent programming
environment
Gerhard Weber, Univ. Trier, Germany
Putting intelligent tutoring systems technology into practice
Charles P. Bloom, Randall Sparks, Scott Dooley, Lori Meiskey, Brigham Bell
& Anne McClard, US West Technologies, USA
REDEEM: Creating reusable intelligent courseware
Nigel Major, Univ. of Nottingham, UK
Reactive instructional planning to support interacting teaching strategies
Julita Vassileva, Federal Armed Forces Univ., Germany
Reciprocal-tutoring-kids: Tutor-tutee role playing systems
T.W. Chan, C.Y. Chou, M.F. Lee & M.H. Chang, National Central Univ., Taiwan
Representing mathematical problem solving episodes with an evolving student
model
Denise Gurer, SRI International, USA
SMART evaluation: Cognitive diagnosis, mastery learning and remediation
Valerie J. Shute, Lackland Air Force Base, USA
Suggesting multiple design actions using prior cases
Agustin A. Araya, San Jose State Univ., USA
Supporting the reengineering of corporate training
Charles P. Bloom & A. Scott Wolff, US West Technologies, USA
The MR Tutor: Computer-based training and professional practice
M. Sharples, J.B.H. du Boulay, B.A. Teather, D. Teather, N. Jeffery, & G.H.
du Boulay, Univ. of Sussex, De Montfort Univ. & Inst. of Neurology, UK
The use of multiple student modeling to parameterize group learning
H. Ulrich Hoppe, GMD-IPSI, Germany
Towards an epistemology of intelligent problem solving environments:
The hypothesis testing approach
Claus Moebus, C.v.O Univ., Germany
Towards lightweight tutoring agents
Steven Ritter & Kenneth R. Koedinger, Carnegie Mellon Univ., USA
Using a simulated student for instructional design
Joseph S. Mertz, Jr. & Jill H. Larkin, Carnegie Mellon Univ., USA
Using hypertext for an adaptive helpsystem in an intelligent
tutoring system
Meike Gonschorek & Christian Herzog, Technische Univ. Munchen, Germany
Validating a 2D framework of qualitative and quantitative models for an ITS
Wee-Chee Sim, Chee-Kit Looi & Hiok-Chai Quek, Nanyang Technological Univ.
& Information Tech. Inst., Singapore
When less is more: Supporting authoring and interface building via
special-purpose task models
Benjamin Bell & Smadar Kedar, Northwestern Univ., USA
POSTERS
-------
A basic framework for modelling agents and students
Bruno Errico, Univ. di Roma, Italy
A blackboard approach to a knowledge based tutoring system for linear
programming
Andreas Born & Markus Lusti, Inst. fur Informatik, Switzerland
A framework for building agent based learning environments
Pentti Hietala, Univ. of Tampere, Finland
A framework for intelligent tutoring systems (ITS)
Binghui Helen Wu, Lehigh Univ., USA
A microworld for mathematics as a finite automaton: The case of the design
of a learning environment for the discovery of an algorithm for addition of
two-digit numbers
Martin J. Ippel, Leiden Univ., The Netherlands
A multi-subject intelligent student assessment system
Eric Foxley & Bill Lou, Nottingham Univ., UK
A student modeling technique for problem solving in domains with large
solution spaces
Cristina Conati & Kurt VanLehn, Univ. of Pittsburgh, USA
A tutoring architecture that learns
R. Morelli, B. Dinkins & G. Pelton, Trinity College & Carnegie Mellon
Univ., USA
APT: A programming tutor for experienced programmers
Vikki Fix & Susan Wiedenbeck, Univ. of South Dakota & Univ. of Nebraska,
USA
Alexia: A computer-based environment for French foreign language lexical
learning
Thierry Chanier, Nathalie Cointe, Christophe Fouquere & Fabrice Issac,
Univ. Clermont-Ferrand & Univ. Paris-Nord, France
An aiding tool for instructional systems generation: Requirements
Ana Arruarte, Isabel Fernandez-Castro & Begona Ferrero, Univ. of the Basque
Country, Spain
An automatic verifier for calculus exercises at the university level
Laura Farinetti, Pier Luca Montessoro & Anna Rosa Scarafiotti, Politecnico
di Torino & Univ. di Udine, Italy
An embedded reasoning agent for skill acquisition
Chaochang Chiu & A.F. Norcio, Yuan Ze Inst. of Technology, Taiwan ROC;
& Univ. of Maryland, USA
An intelligent tutoring system for quality control in the food industry
Oscar Castillo & Patricia Melin, Inst. Technolgico de Tijuana & CETYS
Tijuana, Mexico
Communicative language learning with PROMISE
Petra Ludewig & Friedrich Kronenberg, Univ. Osnabruck, Germany
DEVICE: Dynamic Environment for Visualization in Chemical Engineering
Noel Rappin, Mark Guzdial, William Ernst, Peter Ludovice, Matthew Realff
& Dennis Senol, Georgia Inst. of Technology, USA
Design of a general planmatcher for diagnosing student programs
Bedir Tekinerdogan, Hein P.M. Krammer & Jeroen J.G. van Merrienboer, Univ.
of Twente, The Netherlands
Designing the instructor and the student model using a model of the
activity
Leila Alem, Macquarie Univ., Australia
Developing skill-specific help for adaptive feedback in a discovery
learning environment
Merryanna Swartz & Michael Steib, Vitro Corp., USA
Development of a discovery learning tutoring system construction
environment
Shamus Smith & R.H. Kemp, Massey Univ., New Zealand
Education in mathematics: A reasoning apparatus for proofs by contradiction
Attilio Colagrossi & Alessandro Micarelli, IASI-CNR & Terza Univ. di Roma,
Italy
Expert piano: An intelligent tutoring system-based educational environment
Jose Honorio Glanzman, Ana Regina Rocha & Neide Santos, Federal Univ. of
Rio de Janeiro, Brazil
FEBL: Fuzzy Explanation-Based Machine Learning
Ying-Chun Li, Beijing Normal Univ., China
From a real world learning experience to a learning environment
Hyacinth S. Nwana & Mohamed Quafafou, Univ. of Keele, UK
ITS authoring tools: The next generation
Stephen B. Blessing, Carnegie Mellon Univ., USA
Instructional sequencing in intelligent tutoring systems? Taking cues from
experts' internalized knowledge structures
Sherrie P. Gott & Robert A. Pokorny, U.S. Air Force Armstrong Laboratory,
USA
Intelligent assistance through graphical symptoms
Alice T. Cybis Pereira, Univ. Federal de Santa Catarina, Brazil
Intelligent multimedia systems on WWW for fill-in-the-blank program
problems
Masato Soga, Akihiro Kashihara & Jun'ichi Toyoda, Wakayama Univ. & Osaka
Univ., Japan
Interactive visual guidance learning environment
Jih-Shih Hsu, National Yunlin Inst. of Technology, Taiwan
Knowledge-based assistance in marking scheme specification and answer
script evaluation
Narasimha Bolloju, City Univ. of Hong Kong, Hong Kong
Making computer-supported collaborative learning systems truly supportive
Sandra Katz, Univ. of Pittsburgh, USA
Model construction for training case solving in law
Antoinette Muntjewerff & Radboud Winkels, Univ. van Amsterdam,
The Netherlands
Modelling reflection in teaching-learning dialogues
John Cook, Thames Valley Univ., UK
Modelling the user module of an intelligent computer assisted learning
system: A constructivist approach
Vania Ribas Ulbricht, Alice T. Cybis Pereira, Raul S. Wazlawick & Neri dos
Santos, Univ. Federal de Santa Catarina, Brazil
More errors please: Interlanguage errors as a positive sign of learning
Jenifer Burckett-Picker & Ethel Schuster, Simmons College, USA
Multilanguage technology in Pythagoras software
Vladimir V. Prokhorov, Russian Academy of Sciences-Ural Branch, Russia
Personalized learning environment on the knowledge of a community
Akira Namatame, National Defense Academy, Japan
Pop class intelligent tutoring systems: Shell, toolkit & design technology
Vladimir A. Goodkovsky & Edward V. Kirjutin, Moscow State Inst. for Physics
& Engineering, Russia
ProGen: A tool for teachers
Igor Shevchenko, Far Eastern State Univ., Russia
Problem solving models for motivation, learning and teaching
Alexei M. Dovgiallo, Glushkov Inst. for Cybernetics, Ukraine
Shadow: Adaptation of the tutoring interaction to the changing interests of
the student
M. Quafafou, A. Mekaouche & K.J. Mock, IRIN, France & Univ. of California-
Davis, USA
Smart Tools: A multi-representational approach to teaching functional
relations
Stephen Owens, Gautam Biswas, Mitchell Nathan, Linda Zech, John Bransford &
Susan Goldman, Vanderbilt Univ., USA
The intelligent learning support system on the distributed cooperative
environment
Toshio Okamoto, Akiko Inaba & Yasutaka Hasaba, Univ. of Electro-
Communications, Japan
Towards an intelligent tutorial system in differential equations
Constanza R. Huapaya & Graciela M. Arona, Univ. Nacional de Mar Del Plata,
Argentina
Towards meta-learning tools for mechanics
Mohammad Sapiyan & Hyacinth S. Nwana, Keele Univ., UK
Towards new learning strategies in intelligent tutoring systems
Esma Aimeur, Claude Frasson & Carmen Alexe, Univ. de Montreal, Canada
Turning a CBT into an ITS
Carol L. Redfield & Tandy Herren, Univ. of Texas-San Antonio & Medical
Science Systems, USA
Tutoring effective problem-solving strategies in debugging
Byung-do Yoon & Oscar N. Garcia, George Washington Univ., USA
Understanding students' solutions in SYPROS
Christian Herzog, Technische Univ. Munchen, Germany
Using computers to improve reading skills: Recommendations for an ITS
Cathy Lewin, Open Univ., UK
Utilization of systems modelling of knowledge base representation for
science instruction
Yuri Orlik, Pontificia Univ., Colombia
What pedagogical structure for an educational hypermedia?
J.B. Dubois & P. Prevot, Laboratoire d'informatique des Systemes de
production Industriell, France
-----------------------------------
SOCIAL PROGRAM & TOURIST EXCURSIONS
-----------------------------------
--------------
Social Program
---------------
Guest tickets enabling companions to participate in the Conference
dinner cruise and receptions may be purchased (see Registration form).
Wednesday, August 16th, 6 PM - 8 PM
-----------------------------------
Welcome Reception.
This will be held for participants to make new acquaintances and meet with
friends.
Thursday, August 17th, 7:30 PM - 9:30 PM
----------------------------------------
Dessert Reception.
In conjunction with the evening Poster sessions, attendees are invited to
a dessert reception featuring gourmet coffees and teas and an assortment
of pastries and sweets.
Friday, August 18th, 7 PM - 11:30 PM
------------------------------------
Potomac River Dinner Cruise on the "Potomac Spirit"
Washington DC and its monuments by night is a sight not to be missed!
Enjoy a delicious buffet meal on a luxury cruiser and the convivial company
of fellow delegates and guests. The atmosphere will be one of relaxation
with music on the climate controlled enclosed deck and on the open deck
under the stars. The cruise includes dinner, wine, beer and soft drinks
for the duration of the cruise.
Saturday, August 19th, 4:20 PM - 5 PM
-------------------------------------
DC Skyline Closing Session & Reception
Conference participants are invited to the rooftop floor of the hotel to
participate in the Closing Session and Reception and to view the
spectacular DC skyline. Paper prizes will be awarded and the next
conference, AI-ED 97, will be announced.
------------------
Tourist Excursions
-------------------
AI-ED 95 offers the following excursions for participants and companions.
Thursday, August 17, 7:45 AM - 12:30 PM
---------------------------------------
Highlights of Washington Tour
Tour some of the most famous sites in the heart of the US capital city,
including the White House, the Capitol Building, and the Supreme Court.
Observe all three branches of the government--Legislative, Executive, and
Judicial--in action. Then enjoy the Smithsonian Museum of American History
with exhibits of popular American culture--everything from Hollywood
memorabilia to the original Star Spangled Banner.
Friday, August 18, 7:45 AM - 12:30 PM
-------------------------------------
The Museums Tour
Spend the morning immersed in US history in some of the country's best
museums on this tour of Ford's Theatre (including the Lincoln Museum) and
the Smithsonian Air & Space and Natural History Museums. Famous exhibits
include the President's Box at Ford's Theatre, where President Abraham
Lincoln was assassinated; an Air & Space Museum exhibit of Moon Rocks and
an Apollo space capsule; and Natural History Museum exhibits of everything
from dinosaurs to the Hope Diamond.
--------------------------
WELCOME TO WASHINGTON, DC!
--------------------------
Discover Washington, DC--the U.S. center for education, government, and
technology. Most of the city's attractions are free and open 7 days a
week. While in DC, visit the national landmarks and monuments: Washington
Monument, U.S. Capitol, White House, Jefferson Memorial, and Lincoln
Memorial.
Explore the world's largest museum complex, The Smithsonian Institution,
with its over 14 museums including the Air and Space Museum, American
History Museum, Natural History Museum, National Gallery of Art, Museum of
American Art, and National Zoo. You also may want to visit the Library of
Congress, National Archives, Capital Children's Museum, National Geographic
Society, and National Aquarium. In addition, Washington offers many major
theaters, restaurants, and large shopping malls--the closest is the
Pentagon City Mall near the conference hotel.
------------------
TRAVEL INFORMATION
-------------------
Air Transportation
------------------
AI-ED 95 conference participants fly into Washington National Airport
(nearest to conference hotel) or Dulles International Airport.
To obtain the best airfare discounts and flights, AI-ED 95 has selected
United Airlines as the official carrier. United offers attendees 10%
discount off unrestricted coach fare and 5% discount off the lowest
applicable fares. When making your reservations or using the services of a
travel agent, please use the AI-ED 95 meeting ID number.
Call United Airlines: 1-800-521-4041 (U.S. phone #)
Meeting ID# 590YY
Ground Transportation
---------------------
Complimentary hotel shuttle service between the airport and hotel is
available from the National Airport. Airport bus and taxi service may be
taken from either airport.
-----------------
HOTEL INFORMATION
------------------
Sheraton National Hotel
-----------------------
Conference registration and sessions will be held at the
Sheraton National Hotel.
Located on a high elevation across the Potomac River from Washington, DC,
the hotel overlooks DC's famous landmarks. The Sheraton National is blocks
from the Pentagon, DC Metro train stop and 5 minutes from downtown
Washington, the monuments, Kennedy Center, Smithsonian Institution, Air &
Space Museum and many more attractions.
Many hotel rooms have a spectacular view of the Washington, DC skyline and
monuments. The Sheraton National is easily accessible to the District of
Columbia, National Airport and Metro. The hotel provides complimentary
shuttle van service to and from Washington National Airport, Metro stop,
and Pentagon City Mall, and has indoor (free) parking for cars.
Special Hotel Rates
-------------------
Special discounted hotel rates have been secured for AI-ED 95 attendees at
the Sheraton: $89 (single or double).
Roommate Service: If you wish to share a room at the conference hotel,
please contact the AI-ED Society/AACE, and we will assist with these
arrangements.
To receive these special rates, hotel reservations must be made by July
15th and you must identify yourself to the hotel as an AI-ED 95 attendee.
To make your hotel reservation, contact by July 15th:
Sheraton National Hotel
Columbia Pike & Washington Blvd.
Arlington, VA 22204
800-468-9090 or 703-521-1900, Fax: 703-521-2122
O / O /
----------- x ------------ Cut Here ------------ x ------------
o \ o \
*****************************************************************
* A I - E D 95 *
* *
* 7TH WORLD CONFERENCE ON ARTIFICIAL INTELLIGENCE IN EDUCATION *
* *
* August 16-19, 1995 * Washington, DC *
* *
* REGISTRATION FORM *
*****************************************************************
Last Name: ___________________________First Name: _______________________
Address: ________________________________________________________________
Address: ________________________________________________________________
City/State/Code: ________________________________________________________
E-mail: _________________________________ Phone: ________________________
__________________________________________________ Fax: _________________
Affiliation for badge (if different from above)
Conference Registration: (U.S. Dollars)
---------------------------------------
Includes entry to all invited, paper, panel, poster, and
workshop sessions, Potomac River Dinner Cruise, three receptions,
morning and afternoon refreshments, and Proceedings.
Received After
June 30th June 30th
--------- ---------
AI-ED Society Member $335 $385 $ ____
Nonmember $385 $445 $ ____
Student Member $165 $195 $ ____
Student Nonmember * $195 $225 $ ____
* To qualify for the student rate, registration form must
include a dept. letter attesting to full-time status.
AI-ED Society/AACE Membership:
-----------------------------
Join the AI-ED Society/AACE now and $65 $ ____
register at the member rate
(non-U.S. add $10 postage)
(See benefits below.)
Tutorials: **
---------
Half-day: T1: ___ T2: ___ $75 $95 $ ____
Workshops: ** (check one)
---------
Full-day: W1: ___ W2: ___ W3: ___ W4: ___ $ FREE
Social Program:
--------------
___
|___| Check here if you plan to take the Dinner
Cruise, Friday 7 PM-11:30 PM. Guest
tickets may be ordered below.
Dinner Cruise (guests): Qty: ___ @ $55 $_____
Receptions (guests) Qty: ___ @ $25 $_____
Tourist Excursions:
------------------
Highlights of Washington: Qty: ___ @ $25 $_____
The Museums: Qty: ___ @ $25 $_____
Extra Proceedings:
-----------------
1995 Proceedings: ___ copies @ $45 $_____
TOTAL: $ ______
** Conference registration required.
Roommate Service:
----------------
If you wish to share a room at the conference hotel with another
AI-ED 95 attendee, please contact the AI-ED Society/AACE at the
addresses below, and we will try to make these arrangements.
AI-ED Society/AACE Membership:
-----------------------------
Membership entitles you to receive--
- Journal of Artificial Intelligence in Education subscription
- Educational Technology Review subscription
- Discounts on all AACE conferences, books, CDs, and journals
- Online access to AI-ED Society information
Cancellation/Refund Policy:
Requests for refunds will be honored only if letter or fax is received
by June 30, 1995. There is a $50 cancellation fee.
Method of Payment (US Dollars, USD)
-----------------------------------
Enclosed:
___ Check (U.S. funds/bank payable to AI-ED 95/AACE)
___ Purchase Order
___ Credit Card ___ MasterCard ___ VISA
Card # ______________________________________________________
Exp. Date: ___/___ Signature: ______________________________
Please return to:
AI-ED 95/AACE
P.O. Box 2966
Charlottesville, VA 22902 USA
804-973-3987; Fax: 804-978-7449; E-mail: AA...@virginia.edu
------------------------------------
INVITATION TO JOIN THE AI-ED SOCIETY
------------------------------------
The Artificial Intelligence in Education (AI-ED) Society welcomes new
members and participants in its AI-ED conference series. The overall aim of
this international Society is to advance knowledge and promote research and
development in the field of AI in Education. It aims to help members keep
up-to-date in the field through a supporting Journal, Association magazine,
conferences, and other activities of interest to members.
The AI-ED Society (its 25 member Executive Committee represents 13
countries) seeks to support AI in Education developments throughout the
international community. The AI-ED Society is a society of the non-profit,
international Association f or the Advancement of Computing in Education
(AACE).
Benefits of AI-ED Society Membership
------------------------------------
- Conference discounts, e.g. AI-ED 95, and Calls for Papers
- Subscription to Educational Technology Review (AACE member periodical)
- Subscription to the quarterly Journal of Artificial Intelligence in
Education
- Discounts on other AACE journals/books/CD ROMs
- Opportunity to participate in the development of this important field by
initiating or supporting activities on topics of concern to members.
Delegates who are not currently members of the AI-ED Society may join at
the same time as registering for the conference, thereby qualifying for
reduced registration fees.