Non-diagnostic intelligent tutoring systems: Teaching without student models

The keystones of traditional intelligent tutoring systems (ITSs) have been complex procedures for student diagnosis and adaptive instruction based on diagnostic data. While some of these systems have been shown to be effective, they are also very expensive to develop. This paper describes another class of ITSs, non-diagnostic ITSs, which do little or no student diagnosis, and concentrate their intelligence in other areas. Intelligent features of non-diagnostic ITSs include: modeling of experts' reasoning processes and cognitive representations (often using graphic displays), coaching based on comparison of student and expert performance, and replays and summaries of student performance. While traditional diagnostic ITSs are usually intended to be used in a stand-alone fashion, non-diagnostic tutors are designed to facilitate collaborative learning among students and between teachers and students.This paper presents a framework for comparing the features of non-diagnostic and diagnostic tutors. A number of non-diagnostic and diagnostic ITSs are described, and data on the educational effectiveness of each type of ITS is presented along with estimates of the type and level of development work required for each. Finally, obstacles to wider use of non-diagnostic ITSs are discussed.     

Temporal networks in collaborative learning: A case study

Social Network Analysis (SNA) has enabled researchers to understand and optimize the key dimensions of collaborative learning. A majority of SNA research has so far used static networks, ie, aggregated networks that compile interactions without considering when certain activities or relationships occurred. Compressing a temporal process by discarding time, however, may result in reductionist oversimplifications. In this study, we demonstrate the potentials of temporal networks in the analysis of online peer collaboration. In particular, we study: (1) social interactions by analysing learners' collaborative behaviour, part of a case study in which they worked on academic writing tasks, and (2) cognitive interactions through the analysis of students' self-regulated learning tactics. The study included 123 students and 2550 interactions. By using temporal networks, we show how to analyse the longitudinal evolution of a collaborative network visually and quantitatively. Correlation coefficients with grades, when calculated with time-respecting temporal measures of centrality, were more correlated with learning outcomes than traditional centrality measures. Using temporal networks to analyse the co-temporal and longitudinal development, reach, and diffusion patterns of students' learning tactics has provided novel insights into the complex dynamics of learning, not commonly offered through static networks.     

‘You never know what research is like unless you’ve done it!’ Action research to promote collaborative student-teacher research

In contrast with its high level of popularity in both research and practice for in-service teacher development, teacher research has received much less attention in pre-service language teacher education as a reflective learning approach, particularly in China’s context. Action research, as a major form of teacher research, has rarely been employed by teacher educators. This action research study undertaken by a teacher educator aimed to address this dual gap by examining the effect of collaborative research experience undertaken by a cohort of English as a foreign language pre-service teachers in China. Triangulated research methods were employed to gather two sets of data respectively reflecting the student-teachers’ views of their collaborative research and the teacher educator’s perceptions of the action research. It was found that both groups highly endorsed their research experience. Meanwhile, issues also arose in terms of the sustainability of such research experiences for both groups. The study highlights the necessity of incorporating collaborative student-teacher research and teacher educators’ action research into pre-service teacher education programmes, which entails the need to transform the existing foundationalist teacher education paradigm into a post-foundationalist paradigm, and to recognize teacher educators’ action research on pertinent issues in teacher education.     

基于CDMA协同调度的混合协议激振设计

多媒体服务器的混合协议设计与实现的关键在与设计混合协议激振算法,通过激振算法设计提高多媒体混合服务器在饱和状态下的吞吐量。传统方法采用动态时分多址协议进行混合协议激振设计,当系统中节点众多、网络拓扑易变状态下,服务器的吞吐性能不好,提出一种基于CDMA协同调度的混合协议激振算法,并设计多媒体服务器,将大型多媒体联合服务器网络接收端和发送端数据的信息熵作为信道传递向量函数,在成功完成调度后,从节点开始进行正常收发工作,实现对时分多址(E-TDMA)协议设计。通过CDMA协同调度,在多媒体混合服务器的每一维度进行数据集分割,得到激振冲击响应。进行多媒体服务器总体模型构建与网络模型设计,在MAC层分别采用,三种协议进行系统调度和多媒体服务器的激振设计与仿真实现。仿真结果表明,该模型能有效提高多媒体服务器的吞吐性能,多媒体信道传输时间消耗最短,体现了算法较好的稳定性和鲁棒性能,对多媒体信息传输的保真性较好。     

基于WEB环境协作学习的有效性探索及应用模式构建

随着计算机和网络技术的发展,基于WEB的协作学习已经成为CSCL的研究热点。本文通过对协作学习（CL）、计算机支持的协作学习（CSCL）和基于网络的协作学习（WEBCL）的介绍,讨论了影响WEBCL有效性的因子,构建了一个WEBCL的应用模式,并在教学上进行试验,取得了一定的成果。     

联合参考咨询服务发展现状比较

文章运用文献调研、网络调查和问题实验设计的研究方法,比较分析国内联合参考咨询服务系统的功能、定位、特色和效率等,得出结论:表单咨询和实时咨询是目前联合参考咨询服务的主要应用模式;联合参考咨询服务以提供学科服务和文献服务为主;联合参考咨询服务系统对事实性问题回答提供了答案和参考信息源,可信度高;全国参考咨询联盟提供的文献传递服务具有公益性和易用性。     

欧盟创新驿站网络对中国科技中介机构发展的启示

中小企业技术创新能力已经成为体现一个国家综合国力的重要组成部分.支持中小企业技术创新的重要举措是大力发展科技中介机构.通过对欧盟创新驿站的出现背景、资金来源、运作模式及运作绩效的研究,从科技中介机构促进中小企业进行技术创新合作的角度,总结出可供中国科技中介机构发展借鉴的经验和启示.     

多维邻近性、空间关联与区域协同创新绩效

在构建多维邻近性、空间关联与省内区域协同创新绩效的框架模型的基础上,运用空间计量分析方法,对闽西南协同发展区等25个省内区域(城市群)2004-2019年的面板数据进行实证检验.研究发现多维邻近性中除了文化邻近性外均对区域空间关联产生显著影响,且区域空间关联也显著地对省内区域协同创新绩效产生正向影响.     

基于Citespace的协同创新网络与创新绩效多视阈研究及展望

针对协同创新网络与创新绩效国内相关文献进行科学计量和分析,绘制该研究主题的关键词共现网络及聚类;依据其聚类图谱分析结果,分别归类为网络特性、知识管理及资源整合三大视阈,逐一进行细化解读,其中网络特性主要包含网络结构位置、网络关系镶嵌及网络组织能力3个子层面;最后,指出当前国内研究存在3个方面的不足,并点明未来研究的3个主要方向,以供后续研究参考及借鉴。     

老马识途：“多面手”高管与企业创新

本文主要考察决策者经历多样性对企业创新的具体效应及其影响机制。基于中国上市企业董事长和总经理工作、学习及其他经历指标体系,我们采用主成分分析法构造决策者经历多样性综合指数,研究发现：决策者经历多样性对企业创新绩效存在显著的正向促进效应。决策者经历多样性通过提高失败容忍度、促进协同创新、识别并激励高水平发明家等途径促进企业创新。决策者经历多样性对企业创新的影响在高科技企业、成长性企业以及国有企业中更加明显。