El acceso a la versión del editor puede requerir la suscripción del recurso Access to the published version may require subscription Abstract: In this paper we describe FACT, a Framework for the Analysis of the learning process and Collaborative Tutoring, developed at Universidad Autónoma de Madrid, Spain. First we describe guided collaborative tutoring; the type of tutoring that FACT makes possible. After that, we show the architecture of FACT, and different applications developed with it, as well as how it can be used to build new teaching tools from simple training applications. FACT uses learning histories and related annotations to enhance the guidance of the teaching process. It allows students and tutors to review the work of the students and the history of their work sessions, using the original application, while allowing reviewers to extend that history. Optionally, reviewers can attach commentaries to some points of the extended and revised histories. The generated applications can be used collaboratively, either synchronously or asynchronously. The generated histories can be stored in order to create a knowledge database with solved problems and commentaries from tutors and students.
Abstract. In this paper we will compare our first steps in two different approaches to define programming languages for NEPs (one bio-inspired model of computation in which our research group is interested). The classic approach proposed by the literature several decades ago is focused on the grammar of the syntax of the language being defined. Recently the focus is moved to a formal description (model) of the model of computation for which the programming language is being designed. This approach is called model driven. The designer simply adds syntax, semantics checks and translation routines to the different elements of the model that are applied. Programming is usually understood as instantiating the model. After introducing the main characteristics of each model for this particular case some conclusions and further research tasks are discussed. MotivationOur research group is interested in providing the scientific community with powerful tools to develop software applications to solve problems by means of new computing devices (most of them inspired by the way in which Nature solves difficult tasks). One of these new computing paradigms are Networks of Evolutionary Processors (NEPs) that mainly consist of a set of processors each of which performs a very simple process on the set of strings that they contain. These computing processors are connected as nodes of a graph. NEPs are not allowed to dynamically change the topology of their nets. The complete system alternates computing and communicating steps. In the computing or evolving step the processors change their contents simultaneously. In the communicating step they share some of their strings with the rest of the processors to which they are connected in the net. An important component of NEPs are the filters used by the processors to decide which strings enter and leave the nodes. The classic family of NEPs uses two kinds of filters (input and ouput) each of which is defined by means of a
Esta es la versión de autor de la comunicación de congreso publicada en: This is an author produced version of a paper published in: Abstract. In this paper we describe how a computer system, which includes an authoring tool for teachers and an execution tool for students, is able to generate interactive dialogs in a Mathematics teaching application. This application is named ConsMath, and allows students to learn how to solve problems of Mathematics that involve symbolic calculations. This is done by means of an agent that is in charge of delivering the dialogs to students. The design process entails the dynamic generation of the user interface intended for learners with the insertion of decision points. During the execution, a tracking agent matches students' actions with the ones previously associated to decision points by the designer, thereby activating dynamic modifications in the interface by using a hierarchy of production rules. Students can use ConsMath both at their own pace or in a collaborative setting.
Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. F. Saiz, J. Contreras, and R. Moriyón, “KIISS: a system for visual specification of model-based user interfaces”, in Computer Human Interaction Conference, 1998. Proceedings. 1998 Australasian, Adelaide, SA, 1998, pp. 306-313The appearance of model-based techniques for interface development has simplified the design of complex interactive applications, but this approach still requires from the designer a high knowledge level about the textual specification required. This paper presents a system, called KIISS (Knowledge-based Interactive Interface Surgery System), which allows the designer of an application to interactively define the model of its interface through visual specifications on an application example. Thus, the system enhances the model by allowing its use by designers who are not quite familiar with the textual specifications required for a user interface development. Moreover, reusability is preserved, since parts of existing applications can be both exchanged and modified interactivelyKIISS is partially supported by the Plan National de Investigation, Programa National de Tecnologia de Information y de las Comunicaciones, Spain, project number TIC93-0268, and a special grant from Comunidad de Madrid (Action Especial KIISS)
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