Facilitating dynamic pedagogical decision making: PEPE and GTE

The Generic Tutoring Environment (GTE) is centred around a generic instructional knowledge base that facilitates dynamic pedagogical decision making. PEPE is a computational framework for representing the pedagogical knowledge required to dynamically tailor instruction to an individual student. Both the GTE model and the PEPE framework form the basis for an instructional component that orchestrates the courseware's interaction with the student. In this paper, the knowledge content of the two is examined and the role of each in instructional planning is described. In general, it is concluded that PEPE and GTE complement one another and a merging of their ideas would be a worthwhile endeavour.     

The role of epistemology in instructional design

The Generic Tutoring Environment (GTE) is an authoring environment for the development of courseware. Claims with regard to GTE's epistemological foundations are analyzed and explored. GTE's assumptions are thereby shown to reveal a somewhat reductionist bias, which is to say that GTE has placed emphasis on computational approaches to instructional modeling. Nevertheless, pragmatic concerns with regard to GTE's utility and effectiveness are of interest to the developers and to other researchers in the fields of courseware design and instructional modeling. In general, GTE is seen to be both ambitious and powerful. While GTE does not truly provide an epistemology of instructional design, it does provide a powerful framework within which effective tutors can be efficiently generated.     

Authoring and GTE

This paper examines GTE from an authoring perspective. It describes how GTE may be used to create a piece of courseware and reviews the potential difficulties that authors face when using such a tool. It summarises two studies that were carried out to investigate how GTE is used by actual authors, and concludes that GTE designs are hard for authors to test and evaluate because of the complexity of such designs. It finishes by arguing that authoring tool developers should give greater consideration to supporting the task of authoring, and that such consideration should occur at all stages of a new tool's development.     

The effect of trust on teacher empowerment: the mediation of teacher efficacy

This study explores the impact of teachers’ perception of trust in colleagues on their sense of empowerment in Mainland China, with a particular focus on the mediating role of teacher efficacy. The results of a survey of 1646 teachers indicate that although teachers scored positively on trust in colleagues, efficacy and empowerment, they had relatively lower scores on general teaching efficacy (GTE) and participation in decision-making. Trust in colleagues was a significant predictor of teacher empowerment. In addition, personal teaching efficacy had a significant mediation effect on the relationship between trust in colleagues and teacher empowerment, while GTE had not. These findings lead to some implications for understanding the nature of GTE and the relationship between trust and teacher empowerment.     

Dynamic Courseware Generation on the WWW

We have developed a tool for the authoring of adaptive CAL courses, called "Dynamic Courseware Generator" (DCG). It generates an individual course according to the learner's goals and previous knowledge, and dynamically adapts the course according to the learner's success in acquiring knowledge. The DCG runs on a WWW server. The learner receives from this server an individualised course targeted to a specified goal. Afterwards, s/he is adaptively guided by the course through a space of teaching materials on the WWW. Unlike other CAL courses on the WWW, a course produced by the DCG is interactive, it tests the learner's knowledge and dynamically adapts to the student's progress. The authoring tool can be used also for collaborative authoring and learning.     

基于HTN动态教学规划系统的研究

采用人工智能领域的层次任务网络(HTN)规划方法及相关的简单层次序列规划器2(SHOP2)构建一个动态教学规划系统(DTPS)。介绍了动态教学规划系统所必须要实现的功能,HTN规划及SHOP2的相关知识,及DTPS的系统特点。并介绍了如何设计一个用于描述教学活动的HTN规划的领域表示,以及DTPS系统的整体架构。最后用DTPS实现的规划实例,进一步阐述该技术在教学规划领域内的应用前景。     

Where we are headed—and why: A step-by-step guide to strategic planning in center-based child care

Having a vision for the future is an essential, yet elusive, part of day care management. For busy administrators, planning for the years ahead is often a low priority due to the day-to-day emergencies which take precedent. However, this can be accomplished in an effective manner through the process of strategic planning. Unlike long-term planning, completed by a few administrators in isolation and based on current trends, strategic planning allows all those involved in the child care center—board members, director, staff, volunteers, and parents—to participate in the process of constructing a future for the child care center based on current realities as well as their hopes and dreams. Once it is written, a guide is established which provides direction for future activities for the center. This article offers a step-by-step guide to the development of a strategic plan.     

Experiential Learning for Logistics and Supply Chain Management Using an SAP ERP Software Simulation

This teaching brief describes a three‐echelon supply chain simulation that involves complex decision making in a dynamic environment. Using a team‐based logistics simulation operating on a live commercial‐software application (SAP ERP) as a foundation, a supplemental exercise is proposed for deeper learning of transportation and logistics aspects of supply chain management. Sales and operations planning is used during four simulated months to develop detailed procurement strategies and logistics plans to enhance the baseline supply chain management (SCM) concepts of inventory control and forecasting in a distribution network. Transportation planning and scheduling complexity is introduced as students manage freight to conform to motor carrier weight regulations. The combination of commercial software and extensive real‐world planning allows students to assimilate numerous SCM concepts in a realistic environment. Student opinion survey data shows that students are highly engaged by the detailed nature of the simulation, which they concluded aided their conceptual learning. Additionally, the inclusion of the SAP ERP commercial software becomes a competitive advantage during collegiate recruiting by potential employers.     

"土地利用规划学"课程体系设置与教学改革探讨

"土地利用规划学"是土地资源管理专业的核心课程,其课程体系内容与教学方式直接关系到本领域人才的培养质量。本文通过"土地利用规划学"课程内容体系的历史演变与规划技术发展分析,认为该课程是以土地利用为理论基础,以总体规划、专项规划与规划设计为课程主要内容,以相关学科知识与新技术为支撑的综合性科学。同时,根据"土地利用规划学"的课程教学目标和课程设置内容,提出课程教学要求、理论教学方式和实践教学方式,并不断提高专业教师素质,培养学生实践能力和创新能力,达到课程教学目的。     

智慧幼儿成长记录系统构建研究

传统工件台控制需预先建立不同位置的补偿参数表,调试过程繁琐且适应性不强。针对这些问题,在某工件台改造实验中,使用基于带遗忘因子的递推最小二乘法对工件台中 1 个扫描轴在闭环运动条件下带额外输入的二阶自回归模型参数进行辨识,在此基础上,添加与设定轨迹有关的前馈参数,通过仿真找到控制特性适中的控制器初值,解决实物验证过程中由于没有初值无法使用线性自抗扰控制器的问题。在该初值基础上进行性能调试,优化扫描运动全行程控制误差。实验表明,根据改造后的线性自抗扰控制方案,控制器可取消与位置有关的 200 个补偿参数,且取消后匀速段扫描速度均匀性由原来的 0.6%优化至 0.05%。     

A dynamic ubiquitous learning resource model with context and its effects on ubiquitous learning

Most ubiquitous learning researchers use resource recommendation and retrieving based on context to provide contextualized learning resources, but it is the kind of one-way context matching. Learners always obtain fixed digital learning resources, which present all learning contents in any context. This study proposed a dynamic ubiquitous learning resource model with context. The model has context information and a flexible content structure that allows contents to be adjusted dynamically in different contexts, thus providing learners the contextualized resources that best match their contexts. In order to verify the effects of the contextualized resources, a contrast experiment was carried out in a vocational school in China. The experimental results showed that the contextualized resources could better improve learners' learning achievement and efficiency, improve their self-learning efficiency while reducing their cognitive load. Learners thought the ubiquitous learning system which provided contextualized resources was more useful.     

Distributed framework for yard planning in container terminals

This study discusses a yard planning system,which considers various resources such as storage space,yard cranes,and traffic areas in container terminals.The system is based on the function for estimating resource requirements of yard plans.For a given yard plan,the proposed system allows planners to check the feasibility of the plan which requires a certain amount of workload of resources in related blocks during a planning horizon.The yard planning system in this study is aimed at balancing workloads among the blocks and providing the ability to modify current yard plans by detecting blocks and periods with overloaded workloads.The system implements its planning function in a distributed manner in which planners construct yard plans under their individual control and send and receive only limited necessary information for the negotiation.     

谈现代企业税收筹划

企业税收筹划是企业理财的一项重要内容，是对纳税人的理财活动在法规政策允许的范围内进行合理筹划、本文分别从筹资环节、投资环节和收益分配环节分析如何进行税收筹划。     

一种基于多智能体系统的分布式规划系统

为了解决动态不确定环境下多智能体系统中的规划问题,通过对现有规划系统的分析,提出一种新的分布式规划系统MPOMDPRS,通过保持PRS系统的持续规划机制来适应环境的动态性;通过保持POMDP的概率分布模型来适应环境的不确定性;通过通讯集的添加来满足多智能体系统的需要,仿真实验证明了系统的有效性和实时性,可以满足环境的动态不确定性要求。     

农网“十一五”规划方法的探讨

以萍乡市农村电网"十一五"规划为实例,详细介绍农网规划的内容、步骤,并对规划过程中的一些重要内容作了充分的阐述和讨论。     

Matlab在控制理论时域分析法教学中的应用

时域分析法是一种直接在时间域中对系统进行分析的方法,具有直观和准确的优点.它是根据控制系统输入与输出之间的时域表达式,分析系统的稳定性、瞬态过程和稳态误差.根据自动控制原理课程的特点和授课内容要求,结合多媒体教学实践,提出了在课堂上将MATLAB的函数功能和PowerPoint课件有机融合起来的现场教学方法.该方法不仅图文并茂、动静结合,而且可以让学生看到实时的科学计算结果,从而有效的激发学生的学习兴趣,加深学生对抽象理论知识的理解和弥补实验环节的不足.     

关于高职类大学生职业生涯规划现状的调查分析——以常州开放大学为例

大学生职业生涯规划对在校大学生而言具有非常重要的意义。本文以常州开放大学为例,主要从学生对职业生涯规划的基本态度、学校职业知识指导对在校大学生的重要性、学生对所学专业的满意度、学生需要接受学校职业生涯规划指导的方式和内容、学生对未来就业的态度等几个方面对在校大学生进行了职业生涯规划现状的问卷调查分析,并提出了相应的对策建议。     

GTE: An epistemological approach to instructional modelling

The instructional competence of an Intelligent Tutoring System lies in its instructional model. Such a model has been approached in the ITS field from a theoretical and from a computational point of view. GTE approaches the instructional model from an epistemological point of view by making it reflect the instructional knowledge and expertise that underlies human teaching. The underlying assumption is that such knowledge and expertise has a generic nature, and that it can be modelled. The central component of the GTE architecture is therefore a large generic instructional knowledge base that is capable of dynamically generating a huge variety of instructional plans. It enables to flexibly adapt the teaching performance to the requirements of the individual teaching context. In this paper we describe the formalism that was developed for the representation of the instructional knowledge, the interpretation engine that can generate instructional processes based on the knowledge in the knowledge base, and the actual content of the knowledge base. It illustrates the feasibility of the assumption that was made, and the impact this may have on authoring instructional strategies.