Tutoring

1
Tutoring Help System

• CSE-435
• Nicolas Frantzen

2
Why Learning ?

• Give a man a fish and
• he will eat for a day.
• Teach a man to fish and
• he will eat for the rest of his life.
• Chinese Proverb

3
How to Learn?

• I hear and I forget.
• I see and I remember.
• I do and I understand.
• Confucius

4
Overview

• A few facts
• What are Intelligent Tutoring Systems ?
• General concepts of Case-Based ITS
• CBITS in real life concrete examples
• Perspectives
• Demo of an ITS

The fun part !
5
A few facts

• Intelligent Tutoring systems (ITS) were born in
  the 70s
• Became popular in the 90s
• Today about 6 of high-school in USA utilize ITS
  as a support in the learning process

6
What are ITS ?

• System that provides personalized tutoring by
• Generating problem solutions automatically
• Representing the learners knowledge acquisition
  processes
• Diagnosing learners activities
• Providing advices and feedback

7
Conventional Model
8
The 3 main components of an ITS

• The Student Model
• The Pedagogical or Tutor Model
• The Domain Knowledge

9
and their interaction
10
The Student Model

• Keeps track of all information related to the
  learner
• Description of student behavior with regard to a
  specific problem
• Performance concerning the material being taught
• Misconceptions
• Knowledge gap

How long should we keep the information?
11
The Tutor Model

• Information about the teaching process
• When to review ?
• When to present new topics?
• What topics to teach?

• Get input from the Learner model to make its
  decision to reflect the differing needs of each
  student.

12
The Domain Knowledge

• Contains the information the tutor is teaching
• Most important part of the ITS
• Issues
• How to represent knowledge so it easily scales up
  to large domain?
• How to represent domain knowledge other than
  facts and procedure (i.e. concepts and mental
  model)?

13
How to use CBR?

• To represent the Student model and Domain
  Knowledge
• There are different sources to obtain cases
• Produced by the learner himself
• Experience from other learner
• On-demand case generation
• Predefined cases given by human tutors

14
General Concepts of CBITS

• Where CBR technique become useful ?
• During the Problem Solving phase Find similar
  problem solved in the past to provide learner
  with past experience feedback.
• Case-Based Adaptation
• Case-Base Teaching

Eureka !!
15
Case-Based Adaptation

• Allows interactive system to adapt to a specific
  user (i.e CHEF cooking tutor)
• Can be used to adapt interface component
  depending on the users knowledge of the software

16
Case-Based Teaching

• Main goal is to provide learners with useful
  information (in order to understand new topics
  and to help during the problem solving phase).
• Case-Based Teaching system are either
• Static (use given case base)
• Adaptive (learn new case from learner experience)

17
General Concepts of CBITS (contd)

• Different type of CBR methods
• Classification Approach (used to provide help on
  well known pre-analyzed cases)
• Problem Solving Approach (to diagnose solution
  proposed by the learner and to identify the
  problem solving path used)
• Planning Approach (to support planning in the
  system)

18
Case Representation

• As a Complete case Problem definition detailed
  solution
• As Partial Case (Snippet) Subgoals of problems
  solution within different contexts

19
CBITS in real life

• CBITS have been used in many different areas
• Biology INVISSIBLE (under construction)
• Physics ANDES
• Math ActiveMATH
• Jurisprudence
• Economics
• The most popular ones are
• Programming ELM-Art, SQL-Tutor,
• Chess CACHET

But Why?
20
Further Work

• Reduce development time and cost
• Using Authoring tools (API that would simplify
  programmers task to represent knowledge and
  teaching strategies)
• Using Modularity of the student, tutor and domain
  models for future reuse
• Collaborative Learning
• Allowing student to interact (help) with each
  other while learning with an ITS
• But problem concerning modeling student knowledge
  and defining teaching strategies

21

• Developed in 1996 by Dr. Mitrovic from University
  of Canterbury, New-Zeland.
• Provide a good on-hand practice to student
  discovering SQL
• Teaching with example and built-in Database
  relations.
• Useful feedback is given by the system

22
(No Transcript)
23
(No Transcript)
24
The Student Model

• Use Constraint-Based Modeling (allows to reduce
  complexity by focusing on faults only)

25
Constraint Representation
Use Pattern Recognition to match learners
solution to possible constraints
26
Lets have fun !
Start engine Demo of SQL-Tutor
27
What have we learn today?

• ITS give personalized instruction
• 3 main parts are
• The Student Model
• The Tutor Model
• The Domain Knowledge
• CBITS use different approach
• Case-Based Adaptation
• Case-Based Teaching (Static or Adaptive)
• Classification
• Problem-Solving
• Planning

28
Conclusion

• Still many areas in ITS are open
• Developing Authoring tools
• Increase modularity of ITS
• Natural language Modeling
• Collaborative Learning
• ITS are becoming more and more popular as a good
  assistant to human tutors

29
Thank You !Happy Halloween !!!