University “Politehnica” of Bucharest Artificial Intelligence and Multi-Agent Systems Laboratory http: //turing. cs. pub. ro/ai_mas I-TRACE PROJECT, 1 st Partners Meeting, Catania, November 25 -26, 2005
I-TRACE PROJECT, 1 st Partners Meeting, Catania, November 25 -26, 2005 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 R&D international programmes like: COST, FP 5, FP 6, CORINT, NATO, Socrates, etc. http: //www. pub. ro
I-TRACE PROJECT, 1 st Partners Meeting, Catania, November 25 -26, 2005 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
I-TRACE PROJECT, 1 st Partners Meeting, Catania, November 25 -26, 2005 Faculty of Automatic Control and Computer Science u Department of Computer Science and Engineering u Department of Automatic Control and Systems Engineering u 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
I-TRACE PROJECT, 1 st Partners Meeting, Catania, November 25 -26, 2005 AI-MAS Laboratory § Cognitive multi-agent systems: l coordination mechanisms l automated negotiation l MAS architectures l multi-agent learning § Models of affective computing § Constructive e-learning § Agent-based tools for cooperative learning and tele -working http: //turing. cs. pub. ro
I-TRACE PROJECT, 1 st Partners Meeting, Catania, November 25 -26, 2005 AI-MAS § The targeted areas of applications are: l l e-commerce l mobile environments l virtual environments for learning l § organisation coordination CSCW The AI-MAS Laboratory is member of FP 6 Agent. Link III: Network of Excellence for Agent. Based Computing, and was also a member of FP 5 Agent. Link II
I-TRACE PROJECT, 1 st Partners Meeting, Catania, November 25 -26, 2005 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
I-TRACE PROJECT, 1 st Partners Meeting, Catania, November 25 -26, 2005 Some projects § 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, FP 6, 2004 -2007 • EU-NCIT: NCIT Leading to EU-IST Excellency, FP 6, 2005 -2007
I-TRACE PROJECT, 1 st Partners Meeting, Catania, November 25 -26, 2005 One of our current projects § Research on emotional agents l Emotions have been shown to have an important impact on several human processes such as decision-making, planning, cognition, and learning § Focus research on: l l 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
I-TRACE PROJECT, 1 st Partners Meeting, Catania, November 25 -26, 2005 Proposed contribution to I-TRACE A 1. 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 A 2. 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 A 3. Evaluation of the interfaces allowing pen-based graphical interaction
I-TRACE PROJECT, 1 st Partners Meeting, Catania, November 25 -26, 2005 Proposed contribution to I-TRACE A 4. Use of pen based input and graphical interaction for creating cognitive (mind) maps for: § summarising lectures § supplementary readings A 5. 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 A 6. 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/JTC 1/SC 36. § ? ? depending on available results
I-TRACE PROJECT, 1 st Partners Meeting, Catania, November 25 -26, 2005 Learning styles § Tennant (1988) defined cognitive styles as "an individual’s 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
I-TRACE PROJECT, 1 st Partners Meeting, Catania, November 25 -26, 2005 Learning styles Active learners understand new information by doing something with it. § Sensing learners like learning facts and solving problems by well established methods. § 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. § 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. Verbal learners understand new information best through written and spoken words. § § 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.
I-TRACE PROJECT, 1 st Partners Meeting, Catania, November 25 -26, 2005 Mind maps § Mind (cognitive) mapping can help understand 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 remember new information. Picture from the Academic Support Division of James Cook University
I-TRACE PROJECT, 1 st Partners Meeting, Catania, November 25 -26, 2005 Proposed output § An interactive collaborative course module and assessment module on Data Structures and Algorithms – Y 1 § 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 – Y 1 § A minimal set of relevant features for characterising the learner’s preferences and the learning style, particularly focussed on graphical interaction techniques. - Y 1 end + Y 2 – beginning § An interactive module to construct cognitive maps using pen based input – Y 2 § A set of relevant good practices of use of cognitive maps to enhance learning efficiency – Y 2 § Survey results of A 3 and A 5. – Y 1 and Y 2 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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