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

AbstractThis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，适用于高中和学院或大学课堂，也可以用于非正式的自学环境。 LeActiveMath适应学习者和学习环境，包括个性化，教程对话，开放式学生建模，以及工具支持的交互性，用于主动和探索性学习。为以前的系统增加的价值是由于：o智能反馈和指导对话o理解学习对象语义的集成交互工具o教学基础元素，上下文，和策略，采用工具，包括对学生的动机和情感状态的反应，先进的个性化，自我的机会和脚手架，指导和学习者主动开放，可检查的学生模型可访问的练习库免费的非商业用途从更具体的技术角度来看，由于具有一个学生模型的真正开放和分布式体系结构，单个组件和工具的可重用性，在一个可配置系统中的集成以及创新的语义知识表示和使用它的集成工具。工具和组件的动机是教学和认知成果。特别是，该系统将以学习者为中心，支持学习者的主动性。 主要技术将有益地用于不同掌握水平和不同组织背景下的学习。内容和一些工具是特定于数学的，但技术并不局限于数学。罗斯博士的贡献将是在微积分语料库的开发和学生导师对话的分析。

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.