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I-TRACE PROJECT, 1st Partners Meeting, Catania, November 25-26, 2005 ... LIPN, Universit Paris Nord, Institut Galil e. EU Socrates Programme, E-learning project ... – PowerPoint PPT presentation

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Title: University


1
University Politehnica of Bucharest
  • Artificial Intelligence and
  • Multi-Agent Systems Laboratory
  • http//turing.cs.pub.ro/ai_mas

2
University Politehnica of Bucharest
  • Founded in 1818
  • Comprises 13 faculties specialised in several
    domains of engineering sciences
  • Houses 37 Research Centres, among which 4 were
    recognized as Centres of Excellence at national
    level and 8 grew into Multi-User Research
    Infrastructures with the support of the Romania -
    World Bank Program.
  • Has bilateral co-operation agreements with 74
    universities from Europe, America, Asia and
    Africa
  • Is member of international academic organizations
    such as CESAER, EUA, IAU, AUF
  • Actively participates in RD international
    programmes like COST, FP5, FP6, CORINT, NATO,
    Socrates, etc.

http//www.pub.ro
3
Faculty of Automatic Control and Computer Science
  • Created in 1966
  • Offers degrees in Computer Science and System
    Science
  • Undergraduate and graduate programmes
  • Bachelor of Science in
  • Computer Science and Engineering
  • Automatic Control and Applied Informatics
  • Master of Science programmes
  • Ph.D. programmes

http//www.acs.pub.ro
4
Faculty of Automatic Control and Computer Science
  • Department of Computer Science and Engineering
  • Department of Automatic Control and Systems
    Engineering
  • Department of Control and Industrial Informatics
  • Excellence in teaching and research
  • Scientific research, as well as design,
    consulting, and expertise activities are carried
    out in
  • Research centers
  • Research laboratories and research groups

http//www.acs.pub.ro
5
AI-MAS Laboratory
  • Cognitive multi-agent systems
  • coordination mechanisms
  • automated negotiation
  • MAS architectures
  • multi-agent learning
  • Models of affective computing
  • Constructive e-learning
  • Agent-based tools for cooperative learning and
    tele-working

http//turing.cs.pub.ro
6
AI-MAS
  • The targeted areas of applications are
  • organisation coordination
  • e-commerce
  • mobile environments
  • virtual environments for learning
  • CSCW
  • The AI-MAS Laboratory is member of FP6 AgentLink
    III Network of Excellence for Agent-Based
    Computing, and was also a member of FP5 AgentLink
    II

7
AI-MAS - Partnerships
  • LIPN, Université Paris Nord, Institut Galilée
  • EU Socrates Programme, E-learning project
  • École Nationale Superiéure des Mines de
    Saint-Etienne
  • EU Socrates Programme, Theses en co-tutelle
  • École Polytechnique de l'Université de Nantes
  • DEA-ECD between EPUN and UPB, E-learning project,
    EU Socrates Programme

8
Some projects
I-TRACE PROJECT, 1st Partners Meeting, Catania,
November 25-26, 2005
  • Projects financed by the World Bank
  • A system for organisational design and
    coordination using intelligent agents, 1999-2002
  • Education Program on Intelligent Agents
    Technology, 2001-2002
  • International projects
  • Agents intelligents, Grant of AUF, 2001-2002
  • Continuous Education Program on Intelligent
    Agents Technology and Knowledge Processing,
    Socrates-Erasmus IP, 2001
  • Représentation logique des connaissances pour les
    agents intelligents, Grant of AUF, 1999-2000
  • Participation in the current EU projects
  • Central European Centre for Women and Youth in
    Science, FP6, 2004-2007
  • EU-NCIT NCIT Leading to EU-IST Excellency, FP6,
    2005-2007

9
One of our current projects
  • Research on emotional agents
  • Emotions have been shown to have an important
    impact on several human processes such as
    decision-making, planning, cognition, and
    learning
  • Focus research on
  • An artificial tutor endowed with synthesized
    emotions according to a BDE (Belief-Desire-Emotion
    ) model (developed by our group)
  • Analyzes possible student reactions my means of
    an emotion sensing glove and how these reactions
    may be influenced by the tutor actions

10
Proposed contribution to I-TRACE
  • A1. Investigate the use of pen-based input and
    graphical interaction to understand how
    annotational capabilities may be used for
    educational activities
  • What does exist? (documentation)
  • Integration of annotation techniques in an
    on-line module of the course DSA
  •  A2. Study of the impact of hand-written
    note-taking, sketching, and graphical annotation
    on learner's preferences, learning styles, and
    the provided added value
  • Study cognitive/learning styles
  • Study of the impact of hand-written note-taking,
    sketching, and graphical annotation on learning
    styles  
  • A3. Evaluation of the interfaces allowing
    pen-based graphical interaction based on the
    outcome of A1.
  • Conduct several experiments with a target group
    of 50 students at DCS

11
Proposed contribution to I-TRACE
  • A4. Use of pen based input and graphical
    interaction for creating cognitive (mind) maps
    for
  • summarising lectures
  • supplementary readings
  • A5. Evaluation of the added value and impact of
    the use of cognitive maps on increasing
    efficiency of the learning process
  • Conduct several experiments with a target group
    of 20 students at DCS
  • A6. Study of different aspects related to
    standardization and interoperability and drawing
    directions for a set of proposed standards
    relevant to pen-based graphical interaction in
    ODL (LET) to be sent to ISO/JTC1/SC36.
  • ?? depending on available results

12
Learning styles
  • Tennant (1988) defined cognitive styles as "an
    individuals characteristic and consistent
    approach to organizing and processing
    information"
  • In many situations, cognitive styles and learning
    styles are used interchangeably.
  • Generally, cognitive styles are more related to
    theoretical or academic research, while learning
    styles are more related to practical
    applications.
  • A major difference between these two terms is the
    number of style elements involved. Cognitive
    styles are more related to a bipolar dimension
    while learning styles are not necessarily
    either/or extremes.
  • There are several classifications of cognitive
    styles, according to different dimensions.
  • Cognitive/learning styles in the literature have
    been viewed in three major respects structure,
    process, or both structure and process (Riding
    Cheema, 1991 Squires, 1981 Tennant, 1988
    Wilson, 1981).

13
Learning styles
I-TRACE PROJECT, 1st Partners Meeting, Catania,
November 25-26, 2005
  • Active learners understand new information by
    doing something with it.
  • Reflective learners prefer to think about new
    information first before acting on it.
  • Intuitive learners prefer discovering new
    relationships and can be innovative in their
    approach to problem solving.
  • Sensing learners like learning facts and solving
    problems by well established methods.
  • Verbal learners understand new information best
    through written and spoken words.
  • Visual learners understand new information best
    by seeing it in the form of pictures,
    demonstrations, diagrams, charts, films, and so
    on.
  • Sequential learners understand new information in
    linear steps where each step follows logically
    from the previous one.
  • Global learners tend to learn in large jumps by
    absorbing material in a random order without
    necessarily seeing any connections until they
    have grasped the whole concept.

14
Mind maps
  • Mind (cognitive) mapping can help understand and
    remember the important issues in a lecture or
    readings
  • Mind mapping involves writing down a central idea
    and thinking up new and related ideas which
    radiate out from the centre.
  • By focusing on key ideas written down and then
    looking for branches out and connections between
    the ideas, students are mapping knowledge in a
    manner which helps them understand and remember
    new information.

Picture from the Academic Support Division of
James Cook University
15
Proposed output
  • An interactive collaborative course module and
    assessment module on Data Structures and
    Algorithms Y1
  • A set of good practices of use of hand-written
    note-taking, sketching, and graphical annotation
    of teaching materials in Computer Science with
    focus on DSA Y1
  • A minimal set of relevant features for
    characterising the learners preferences and the
    learning style, particularly focussed on
    graphical interaction techniques. - Y1 end Y2
    beginning
  • An interactive module to construct cognitive maps
    using pen based input Y2
  • A set of relevant good practices of use of
    cognitive maps to enhance learning efficiency
    Y2
  • Survey results of A3 and A5. Y1 and Y2
  • We shall also bring our contribution to project
    Website, by providing relevant materials, to the
    reports elaborated by the project, and
    dissemination of results.
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