Vassileva J. (1995) Reactive Instructional Planning to Support Interacting Teaching Strategies. Home/Search Document Not in Database Summary Related Articles Check |
This paper is cited in the following contexts:
Using Pedagogical Agents In a Multi-strategic.. - Frasson, Mengelle.. (1997) (4 citations) (Correct)
....a given page 4 situation 1 . The control module contains knowledge for answering the questions: should I decide to intervene how on what . Its role is to decide according to an analysis of the situation. A combination of control and action corresponds to reactive instructional planning [Vassileva, 1995]. This layer requires both procedural and declarative knowledge. The procedural knowledge is represented by a set of typical situations (which act as triggers) and of tasks. The typical situations describe opportunities for the actor to intervene and are included in the perception module. A ....
Vassileva J. (1995) Reactive Instructional Planning to Support Interacting Teaching Strategies.
Plan-Based Dialogue Management in a Physics Tutor - Freedman (2000) (6 citations) (Correct)
....to a variety of student answers at each step and take context into account when generating a reply. 6 Related work Wenger (1987) still the chief textbook on ITSs, states that using a global planner to control an ITS is too inefficient to try. This is no longer true, if indeed it ever was. Vassileva (1995) proposes a system based on AND OR graphs with a separate set of rules for reacting to unexpected events. Lehuen, Nicolle and Luzzati (1996) present a method of dialogue analysis that produces schemata very similar to ours. Earlier dialoguebased ITSs that use augmented finite state machines or ....
Vassileva, J. 1995. Reactive Instructional Planning to Support Interacting Teaching Strategies. In Proceedings of the Seventh World Conference on AI and Education (AI--ED '95), Washington, D.C. Charlottesville, VA: AACE.
ITS Tools for Natural Language Dialogue: A Domain-Independent.. - Carolyn (2000) (1 citation) (Correct)
....can replace a strategy with another strategy that has the same goal; and it can replace a sequence of goals at the top of the agenda. The last type is especially useful for responding to a student utterance without disturbing the global plan. In this way our approach di ers from that of Vassileva [15]. Her work, based on and or graphs, uses a separate set of rules for reacting to unexpected events. A second way to tailor the tutor s response to the student is to take context into account before choosing a response. APE provides this ability in two ways. The hierarchical context or hiercx ....
Vassileva, J.: Reactive instructional planning to support interacting teaching strategies. In: Proceedings of the Seventh World Conference on AI and Education (AI{ED '95), Washington, D. C., Charlottesville, VA: AACE (1995)
From the Process of Instruction to the Process of Learning.. - Fabio Akhras (1996) (1 citation) (Correct)
.... that generates a complete plan in advance; partial order planning, that generates plan fragments whose order is defined at execution time; and reactive planning, which integrates total order planning with opportunistic reactions thus being able to react to events unforeseen at planning stage (Vassileva, 1995). Contrasting with traditional instruction, constructivist approaches to learning assume that knowledge cannot be objectively defined. Instead, it is individually constructed from what learners do in their experiential worlds. For example, although the syntax of a programming language can be ....
Vassileva, J. (1995). Reactive instructional planning to support interacting teaching strategies. In Proceedings of the World Conference on Artificial Intelligence in Education (AI-ED'95), (Washington DC), AACE, pp. 334-342.
Goal-Based Autonomous Social Agents Supporting Adaptation and.. - Vassileva Self-citation (Vassileva) (Correct)
.... decisions made at design time (normative decisions) An attempt to build such a system which can take decisions about whether to teach or to coach the student depending on the context of interaction and state of student model has been designed and implemented using reactive planning techniques (Vassileva, 1995). However, we feel that such a pedagogically competent system has to be able to negotiate its decisions with the learner and not just impose them on him, since whatever expertise is underlying these decisions, there is always uncertainty about the correctness of this knowledge and about the ....
Vassileva J. (1995) Reactive Instructional Planning to Support Interacting Teaching Strategies, in Proceedings of the 7-th World Conference on AI and Education, 334-342, AACE: Charlottesville, VA.
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