Learning and Intelligent Systems: Modeling Learning to Reason with Cases in Engineering Ethics: A Test Domain for Intelligent Assistance

9720341阿什利 临床伦理学家，认知心理学家，法学教授/计算机科学家和计算机科学家/语言学家团队一起研究学生如何在两个学期的研究生工程伦理课程的背景下推理和学习基于案例的文本。由临床伦理学家讲授，该课程的结构，使学生定期讨论和解决的情况下，因为他们被引入到道德推理和一套方法工具，以帮助解决道德困境。 本研究的总体目标是帮助学生学会识别实际工程问题中的道德成分，并提高他们应用方法工具和理由的能力，因为他们解决了困境。更具体地说，该项目的目标是（1）检查工程专业的学生如何适应道德推理的概念工具，因为他们被引入，讨论，并解决基于案例的文本中提出的困境;（2）使用Web浏览器兼容的自动绘图环境（ADE）作为数据收集工具，对这一过程进行建模;（3）研究ADE的网上个案文本数据库如何能协助这一过程;（4）探讨如何使用基本的个案推理的计算模型，使ADE能在过程的各个方面提供智能协助;以及（S）评估获得ADE如何赞美或干扰学生识别、表达、分析和解决道德问题的能力的发展。 由此产生的方法工具，ADE提供了方便的访问，教师和学生，到文本材料的在线数据库，如方法和案例中概述的必修课程的文本，中级原则，工程道德的专业守则，专业协会道德审查委员会的决定和现有的在线存储库的engi neering道德案例和评论。ADE就像一个聪明的助手，让学生参与辩证的过程。它提供了一个“论点工作表”，一个检查表，以帮助学生分析一个道德问题，基于案例的访问信息，以构建论点，和反馈。 ADE经验评估的认知模型，以解决不明确的问题，基于案例的学习的实证调查中开发。建筑ADE还有助于人工智能，基于案例的推理和智能教学的三个主要研究领域：1。案例代表性和相关性评估，2。规划伦理论证并解释这些计划; 3.认识学生的解决方案。

9720341 Ashley A clinical ethicist, cognitive psychologist, law professor/computer scientist, and computer scientist/linguist team up to examine how students reason with and learn from case-based texts in the context of a two-term required graduate engineering ethics course. Taught by the clinical ethicist, the course is structured so that students regularly discuss and resolve cases as they are introduced to ethical reasoning and a set of methodological tools developed to aid in the resolution of ethical dilemmas. The overall goal of this research is to help students learn to identify ethical components in practical engineering problems and to enhance their ability to apply the methodological tools and justifications as they resolve the dilemmas. More specifically, the project goals are to (1) examine how engineering students adapt conceptual tools for ethical reasoning as they are introduced to, discuss, and resolve dilemmas presented in the case-based texts; (2) descriptively model this process using a Web-browser-compatible automated drafting environment (ADE) as a data gathering tool; (3) examine how ADE's on-line data base of case-based texts, conveniently accessible in ADE's Web-browser-like drafting environment, can assist this process; (4) explore how to use computational models of the underlying case-based reasoning to enable ADE to provide intelligent assistance in aspects of the process; and (S) evaluate how having access to ADE compliments or interferes with students' developing ability to identify, articulate, analyze and resolve ethical problems. The resulting methodological tool, ADE provides convenient access, for both teacher and student, to an on-line database of textual materials such as methodologies and cases outlined in the required course texts, mid-level principles, professional codes of engineering ethics, decisions of a professional association ethics review board and an existing on-line repository of engi neering ethics cases and commentary. ADE acts like an intelligent assistant engaging students in a dialectical process. It provides an "argument worksheet", a checklist to help the student analyze an ethical problem, case-based access to information for constructing the arguments, and feedback. ADE is evaluated empirically in terms of a cognitive model to be developed in an empirical investigation of case-based learning to solve ill-defined problems. Building ADE also contributes to three main research areas in Artificial Intelligence, Case-Based Reasoning, and Intelligent Tutoring: 1. Case representation and relevance assessment, 2. Planning ethical arguments and explaining those plans, and 3. Recognizing students' solution plans.