Calculategy: Exploring the Impact of Tutorial Dialogue Strategy in Shaping Student Behavior in Effective Tutorial Dialogue for Calculus

该奖项支持LeActiveMath对话部分的一个组成部分，LeActiveMath是一个创新的第三代电子学习系统，适用于高中和大学水平的教室，也可以在非正式的环境中用于自学。LeActiveMath适应学习者和学习环境，包括个性化、教程对话、开放的学生建模以及为主动和探索性学习提供工具支持的互动性。增加到以前系统的价值是由于：o智能反馈和教程对话集成了理解学习对象的语义的交互工具因此基于教学的元素、上下文和策略有利于对学生的动机和情感状态做出反应高级个性化机会和自我指导和学习者主动的脚手架o开放的、可检查的学生模型可访问的练习Reposoro从更具体的技术角度来看有更多的附加价值，因为真正开放的和分布式的架构与一个学生模型，一个学生模型单个组件和工具的可重用性，集成到一个可配置的系统中，以及使用它的创新的语义知识表示和集成工具，工具和组件受到教学和认知结果的激励。特别是，该系统将以学习者为中心，支持学习者的主动性。主要技术将在不同的掌握程度和不同的组织背景下进行有益的学习。内容和一些工具是专门针对数学的，但技术并不局限于数学。罗斯的贡献将是开发微积分语料库和分析学生-导师对话。

AbstractThis award supports a component of the dialogue portion of LeActiveMath which is an innovative third-generation eLearning system for high school and college or university level classrooms that can also be used in informal contexts for self-learning. LeActiveMath adapts to the learner and learning context and comprises personalization, tutorial dialogues, open student modeling, and interactivity that is tool-supported for active and exploratory learning.The value added to previous systems is due to:o intelligent feedback and tutorial dialogueso integrated interactive tools that understand the semantics of learning objectso pedagogically grounded elements, contexts, and strategies that employ tools beneficiallyo reaction to the student's motivational and emotional stateo advanced personalizationo opportunity and scaffolding of self-guidance and learner-initiativeo open, inspectable student modelo accessible exercise repositoryo free non-commercial usage From a more specific technological point of view there is more added value because ofa truly open and distributed architecture with one student model, the reusability of single components and tools, the integration in one configurable system and the innovative semantic knowledge representation and integrated tools using it.The tools and components are motivated by pedagogical and cognitive results. In particular, the system will be learner-centered and support the learner's initiative. The main technologies will be employed beneficially for learning at different levels of mastery and in different organizational contexts. The content and some tools are specific for mathematics, but the technology is not restricted to mathematics.Dr. Rose's contribution will be in the development of a Calculus corpus and in the analysis of student-tutor dialogs.