This paper presents a methodology to acquire new knowledge in TutorJ using external information sources. TutorJ is an ITS whose architecture is inspired to the HIPM cognitive model, while meta-cognition principles have been used to design the knowledge acquisition process. The system behavior is intended to increase its own knowledge as a consequence of the interaction with users. The implemented methodology uses external links and services to capture new knowledge from contents related to discussion topics and transforms these contents into structured knowledge that is stored inside an ontology. The purpose of the proposed methodology is to lower the effort of system scaffolding creation and to increase the level of interaction with users. The focus is on self-regulated learners while meta-cognitive strategies have to bee defined to adapt and to increase the effectiveness of tutoring actions.

Russo, G., Pipitone, A., Pirrone, R. (2009). Acquisition of New Knowledge In TutorJ. In AAAI Fall Symposium (FS-09-02) on Cognitive and Metacognitive Educational Systems (pp.81-86). Menlo Park, CA : AAAI Fall Symposium Series.

Acquisition of New Knowledge In TutorJ

RUSSO, Giuseppe;PIPITONE, Arianna;PIRRONE, Roberto
2009-01-01

Abstract

This paper presents a methodology to acquire new knowledge in TutorJ using external information sources. TutorJ is an ITS whose architecture is inspired to the HIPM cognitive model, while meta-cognition principles have been used to design the knowledge acquisition process. The system behavior is intended to increase its own knowledge as a consequence of the interaction with users. The implemented methodology uses external links and services to capture new knowledge from contents related to discussion topics and transforms these contents into structured knowledge that is stored inside an ontology. The purpose of the proposed methodology is to lower the effort of system scaffolding creation and to increase the level of interaction with users. The focus is on self-regulated learners while meta-cognitive strategies have to bee defined to adapt and to increase the effectiveness of tutoring actions.
Settore ING-INF/05 - Sistemi Di Elaborazione Delle Informazioni
5-nov-2009
AAAI Fall Symposium 2009 on “Cognitive and Metacognitive Educational Systems” MCES-2009
Arlington, VA 22203
05 novembre 2009
6
A stampa
Russo, G., Pipitone, A., Pirrone, R. (2009). Acquisition of New Knowledge In TutorJ. In AAAI Fall Symposium (FS-09-02) on Cognitive and Metacognitive Educational Systems (pp.81-86). Menlo Park, CA : AAAI Fall Symposium Series.
Proceedings (atti dei congressi)
Russo, G; Pipitone, A; Pirrone, R
File in questo prodotto:
File Dimensione Formato  
aaaifs09.pdf

Solo gestori archvio

Dimensione 605.45 kB
Formato Adobe PDF
605.45 kB Adobe PDF   Visualizza/Apri   Richiedi una copia
AAAI FS-09-02 Cover Pirrone.pdf

Solo gestori archvio

Descrizione: copertina ed indice degli atti
Dimensione 669.33 kB
Formato Adobe PDF
669.33 kB Adobe PDF   Visualizza/Apri   Richiedi una copia

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10447/56326
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 3
  • ???jsp.display-item.citation.isi??? ND
social impact