基于多Agent联盟的无人机群任务协同控制

在分析无人机群多任务处理过程的基础上,给出了一种基于多Agent联盟体系结构的无人机群任务协同过程控制模型,并通过对Agent通信的消息结构定义时间约束条件和自主权标志等消息参数,实现在Agent协作基础上的可变自主权任务处理过程控制。     

多Agent协作模型

Agent系统是人工智能中的一个重要部分,而多Agent系统便是侧重于各个Agent之间的协作机制。对于已经存在的多Agent系统,多数都是人类以语言的形式进行描述.本文首先提出多Agent协作模型,并对该模型进行形式上的描述。     

多Agent协作环境下基于知识的任务描述

从知识的精确定义角度对基于MAS的多机器人协作系统中的任务分解进行了分析,细化了Agent的结构形式化模型,进一步将Agent的行为与其内部状态的变化过程联系起来,更好的体现了Agent的外部交互行为与其内在意识、精神状态密切相关这一基本思想。     

基于MAF的目标识别应用研究(英文)

本文介绍一种基于多Agent框架的目标识别技术应用。根据Agent的自治、协作和分布特性,以及Agent的思维状态BDI模型,在Internet/Intranet环境下,设计和构造了多Agent框架MAF,包括MAF中的各Agent组成结构、各Agent间的协作和通信、Agent的知识表达和Agent计算等,提出了绘画式图像分割的策略。     

基于多Agent多议题协商模型的研究

协商是多Agent系统实现协调、协作和冲突消解的关键环节。如何构建有效的协商模型是多Agent系统中有待解决的问题之一。本文主要讨论了多Agent多议题自动协商问题,构建了基于多Agent多议题协商模型,提出了相应的协商算法。     

一种基于Agent的远程教学模型

结合Agent、数据库、动态网页等技术,提出一个基于Agent的远程教学模型,较好地实现个性化学习和协作学习。这一模型将大部分Agent散布放置在网络空间上,且能动态增删,合理地利用带宽,减轻了后端服务器的运算负荷。     

基于多Agent的供应链三层模型

综述了现有关于供应链多Agent模型的研究成果.在此基础上为供应链建立一个包含策略层、任务层和执行层的三层多Agent系统模型,其中策略层和任务层的Agent按照功能分解法进行封装,执行层的Agent按照物理分解法进行封装.给出了模型中Agent的通用结构.     

多智能体系统中强化学习模型的改进及应用

多Agent系统中的强化学习是近年发展起来的一种新的人工智能方法,是以单Agent强化学习Q-learning算法为基础的一种学习模型,由于现有的强化学习模型还存在着结构信度分配困难、学习速度慢等缺陷,这些缺陷大大限制了多Agent强化学习模型的应用范围,本文对多Agent强化学习模型进行了系统的研究,分析了多Agent理论中强化学习面临的任务,指出在多Agent系统顺序型任务中遇到的时间信度分配难题及多Agent系统Agent间＂状态-动作＂对Q值估计的互通问题,对此问题提出了初步的解决办法,并在此基础建立了一个改进的多Agent强化学习模型,而且把该模型应用于电磁辐射源识别工作中。     

机器人群体系统建立的探讨

文章将介绍采用Agent模型设计、具有智能和自导航能力的机器人群体.首先利用GSM系统实现机器人团体的智能协作及通信,再应用网络GIS系统实现多机器人的定位导航,给出一个若干个机器人通过合作与协调而完成某一任务的系统模型.     

发挥多Agent系统的威力

本文给出了一个基于多Agent技术的教育信息资源配送系统模型,这个系统改进了当前单一下载、缺乏调度机制、缺乏个性化资源挖掘等缺点,实现了通过多个智能体的相互通信和协商,最大效率地完成信息资源的配送。     

Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools?

A hierarchy of inclusive teaching tasks by associated level of teacher efficacy is derived from a group of primary and secondary school teachers in Hong Kong using a Rasch rating scale model on 536 in-service teachers attending a professional development course. Findings show collaboration tasks represented the highest teacher efficacy in primary and secondary teachers. Managing behavior represented the lowest level of teacher efficacy but slightly more in primary than in secondary school. Hence, future training regarding inclusive practices should be specific to the school level, with a strong focus on collaborations between school, parents, and the community.     

基于B／S模式成绩查询系统的设计和实现

主要论述了成绩查询系统的分析、设计和实现,具体介绍了成绩查询、成绩下载、成绩统计等三个功能模块的程序流程图和主要程序代码．本系统基于ACCESS数据库、采用ASP技术开发实现．该系统既能实现一般的考生成绩查询功能,又能面向教师实现班级成绩查询、下载、统计功能．本系统在实际当中投人运行,经过不断修正,实现了预期的功能．     

Characterizing cross-professional collaboration in research and development projects in secondary education

Collaboration between practitioners and researchers can increasingly be observed in research and development (R&D) projects in secondary schools. This article presents an analysis of cross-professional collaboration between teachers, school leaders and educational researchers and/or advisers as part of R&D projects in terms of three dimensions: reasons for collaboration, the division of roles and tasks, and the communication structure. Data were collected in interviews with participants from 12 Dutch projects, from documents and from meetings with participants. The results show that the parties involved can have the same reasons for cross-professional collaboration but that the external educational experts may also have additional objectives. Roles and tasks were divided in different ways, depending on who directs and guides the research and development, and whether teachers were involved as teacher researchers in the project. The communication structure appeared to be linked to the division of roles and tasks, but also to the number of participants in the project. The three dimensions proved to be valuable viewpoints to study cross-professional collaboration in R&D projects in Dutch secondary education. Furthermore, we distinguished four types of cross-professional collaboration in R&D projects. These types differ in the extent to which the school or the external party direct and guide the project: (a) School-directed collaboration; (b) School- and researcher-directed collaboration; (c) School- and adviser-directed collaboration; (d) Researcher-directed collaboration. Our findings can support participants to consciously choose a particular type of cross-professional collaboration that fits their purposes and specific situation.     

基于软件代理支持的学习系统模型构建

文章提出利用一种新型的代理人—过程代理来定制学习支持服务,从而帮助在线学习的个别学习者有效地进行知识建构。首先分析了网络教学系统的现状及其存在的问题;然后构建了一个基于软件代理的学习系统模型,并分析了系统模型中的代理类型及其任务;最后对该模型如何适应个别学习者的问题也进行了相关研究。     

扩展OWL:聚合集成协作的本体和智能体

为了解决本体之间、本体与外部智能体之间协作的困难问题,提出了一个本体聚合集成协作的方法,与当前方法不同之处在于不使用owl:import而采取添加新的协作接口(agent-link和on-tology-link);讨论了为外部智能体及本体所做的语法接口,叙述了本体与外部智能体和本体协作的元方法.该方法致力于从OWL自身来解决这个协作问题,而且容易跟踪本体协作过程中新增知识的上下文.     

Sixth-grade students’ engagement in academic tasks

Student engagement is important for teachers and researchers because it is associated with student achievement. Guided by self-determination theory, this year-long case study used observations and interviews to examine six students’ behavioral, affective, and cognitive engagement in integrated literacy and social studies tasks. Task differences were rated according to the degree to which tasks were authentic, collaborative, challenging, student directed, and sustained. Results demonstrated that, overall, students were more engaged in tasks that include a higher degree of these elements. In particular, students reported that they were engaged in tasks that included collaboration, new learning, and teacher support.     

Virtual teamwork: students studying about ethics in an online environment

The fundamental concepts of ethics: value, obligation and responsibility are what many of us use in our everyday decision‐making on issues that affect our lives. Students in the coursework unit ‘Science and technology in contemporary society’ learn about these concepts in relation to science and technological research and development. The learning takes place in small teams within an online learning environment. This research study reports on a case study that investigated the nature of the collaboration by virtual team members undertaking semi‐structured online tasks to develop an understanding of the topic on ethics in the coursework unit. Students’ perceptions of the usefulness of this type of learning, the types of collaboration that took place between virtual team members and an analysis of the quality of the completed tasks resulting from the virtual teamwork are presented in this paper. Factors affecting the success of the learning experience are also discussed.     

Individual versus collaborative problem solving: divergent outcomes depending on task complexity

Many studies have tested external supports for promoting productive collaboration, but relatively few have examined what features characterize naturally productive collaborative tasks. Two lines of research have come to distinct conclusions on the primary task feature associated with productive collaboration: demonstrability versus complexity. This study examined the problem-solving performance of 110 seventh grade students on a demonstrable mathematical task, including 69 in three traditional math classrooms (for whom the task was complex) and 41 in two accelerated math classrooms (for whom the task was not complex). Students were further assigned to one of four conditions split by two factors: grouping (individual versus dyad) and number of problems (one or two). For the accelerated math classes, individuals performed significantly better than dyads. For the traditional math classes, dyads performed significantly better than individuals and exceeded the truth-wins criterion (a theoretical maximum indicating how individuals would perform if they shared knowledge perfectly). A complex-demonstrable task framework is proposed for characterizing naturally productive collaborative tasks.     

“We're looking good”: Social exchange and regulation temporality in collaborative design

Collaborative tasks do not always promote equal learning. Varying levels of social interactions and regulation at the individual and group levels can influence knowledge construction efforts and learning success. To understand which collaboration patterns may be more conducive to learning, this study examined the relation between social exchange, regulation, and learning outcomes. Four project-based engineering undergraduate teams were audiotaped in collaborative tasks (7514 talk turns). Discourse was coded for regulation processes and types (self and socially shared regulation), and analyzed with Epistemic Network Analysis and Process Mining. We find that teams who reported more frequent social exchange engaged in shared regulation together with planning and monitoring more frequently, while teams with less exchange engaged in long durations of collaboration. Furthermore, students in teams with more engaged regulation reported enhanced beliefs in group efficacy to solve collaborative tasks. The study illustrates the potential of applying quantitative approaches to analyzing rich discourse.     

Online Collaboration in Design Education: an Experiment in Real‐Time Manipulation of Prototypes and Communication

The features of collaboration in design education include effective and efficient communication and reflection, and feasible manipulation of design objects. For collaborative design, information and communication technology offers educators the possibility to change design pedagogy. However, there is a paucity of literature on relative advantages and disadvantages of online collaboration for real‐time manipulation of design objects and prototypes, particularly in web design education. Using survey instrumentations, this study investigated online collaborative design practices with an application by measuring experiences of communication and interaction among twelve designers who are enrolled in a Master's programme in interactive design. The study identified barriers to online collaboration design: (1) real‐time manipulation of design objects and prototypes may increase complexity of communication interaction; (2) records of communication and invisibility of team members may attenuate quality and frequency of critical feedback to each other; (3) students’ attitudes towards collaboration, individual students’ learning goals, and completing tasks in a timely manner could reduce their engagement and increase their reliance on teacher intervention.