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7.1 --- /dev/null Thu Jan 01 00:00:00 1970 +0000
7.2 +++ b/doc/gdaroczy/references.bib Mon Mar 05 10:13:18 2012 +0100
7.3 @@ -0,0 +1,62 @@
7.4 +@InProceedings{kremp.np:assess,
7.5 + author = {Krempler, Alan and Neuper, Walther},
7.6 + title = {Formative Assessment for User Guidance in Single Stepping Systems},
7.7 + booktitle = {Interactive Computer Aided Learning, Proceedings of ICL08},
7.8 + year = {2008},
7.9 + editor = {Aucher, Michael E.},
7.10 + address = {Villach, Austria} %,
7.11 + %note = {$\,$\\http://www.ist.tugraz.at/projects/isac/publ/icl08.pdf}
7.12 +}
7.13 +
7.14 +@InProceedings{wn:lucas-interp-12,
7.15 + author = "Neuper, Walther",
7.16 + year = "2012",
7.17 + title = "Automated Generation of User Guidance by Combining Computation and Deduction",
7.18 + editor = "Quaresma, Pedro and Back, Ralph-Johan",
7.19 + booktitle = "{\rm Proceedings First Workshop on}
7.20 + CTP Components for Educational Software,
7.21 + {\rm Wroc{\l}aw, Poland, 31th July 2011}",
7.22 + series = "Electronic Proceedings in Theoretical Computer Science",
7.23 + volume = "79",
7.24 + publisher = "Open Publishing Association",
7.25 + pages = "82-101",
7.26 + doi = "10.4204/EPTCS.79.5",
7.27 +}
7.28 +
7.29 +@book{nipk:rew-all-that,
7.30 + title={Term rewriting and all that},
7.31 + author={Baader, Franz and Nipkow, Tobias },
7.32 + publisher={Cambridge University Press},year={1998},
7.33 + volume={},series={},address={},edition={},month={},
7.34 + note={},status={},source={},location={IST}
7.35 + }
7.36 +
7.37 +@Article{failure-constructivist-06,
7.38 + author = {Paul Kirschner, John Sweller and Richard Clark},
7.39 + title = {Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experimental and inquiry-based teaching},
7.40 + journal = {Educational Psychologist},
7.41 + year = {2006},
7.42 + number = {41},
7.43 + pages = {75-86}
7.44 +}
7.45 +
7.46 +@Article{worked-examples-85,
7.47 + author = {John Sweller and G. Cooper},
7.48 + title = {The use of worked examples as a substitute for
7.49 +problem solving in learning algebra},
7.50 + journal = {Cognition and Instruction},
7.51 + year = {1985},
7.52 + number = {2},
7.53 + pages = {59–89}
7.54 +}
7.55 +
7.56 +@Article{problem_solving-worked_example-01,
7.57 + author = {Slava Kalyuga, Paul Chandler, Juhani Tuovinen, John Sweller},
7.58 + title = {When Problem Solving is Superior to Studying Worked Examples},
7.59 + journal = {Journal of Educational Psychology},
7.60 + year = {2001},
7.61 + volume = {93},
7.62 + number = {3},
7.63 + pages = {579-588}
7.64 +}
7.65 +
8.1 --- /dev/null Thu Jan 01 00:00:00 1970 +0000
8.2 +++ b/doc/gdaroczy/thesis.tex Mon Mar 05 10:13:18 2012 +0100
8.3 @@ -0,0 +1,185 @@
8.4 +\documentclass{report}
8.5 +\usepackage{a4}
8.6 +\usepackage{times}
8.7 +\usepackage{latexsym}
8.8 +\bibliographystyle{alpha}
8.9 +\usepackage{graphicx}
8.10 +
8.11 +\def\isac{${\cal I}\mkern-2mu{\cal S}\mkern-5mu{\cal AC}$}
8.12 +\def\sisac{{\footnotesize${\cal I}\mkern-2mu{\cal S}\mkern-5mu{\cal AC}$}}
8.13 +
8.14 +\title{Tentative Title: TO BE AGREED UPON}
8.15 +\author{Gabriella Dar\'oczy}
8.16 +
8.17 +\begin{document}
8.18 +\maketitle
8.19 +\tableofcontents
8.20 +\listoffigures
8.21 +
8.22 +\abstract{
8.23 +TODO
8.24 +}
8.25 +
8.26 +\chapter{TODO}
8.27 +
8.28 +\section{TODO}
8.29 +
8.30 +\subsection{TODO}
8.31 +
8.32 +\section{TODO}
8.33 +
8.34 +\subsection{TODO}
8.35 +
8.36 +\subsection{TP-services in \isac}
8.37 +During the steps of a calculation {\sisac} offers a variety if TP-based services for dialogue authors. In general~\footnote{[[Later we shall specify in more detail, in which situations which services are available.]]}, the following TP-services are available:
8.38 +\begin{enumerate}
8.39 +\item suggest a next formula
8.40 + \begin{enumerate}
8.41 + \item the formula complete
8.42 + \item the formula incomplete, the fill-in gap set randomly
8.43 + \item the formula incomplete, the fill-in gap set by an error pattern
8.44 + \end{enumerate}
8.45 +\item suggest a rule to be applied at the current formula
8.46 + \begin{enumerate}
8.47 + \item the rule complete
8.48 + \item the rule incomplete, the fill-in gap set randomly
8.49 + \item the rule incomplete, the fill-in gap set by an error pattern
8.50 + \end{enumerate}
8.51 + and in each case additionally
8.52 + \begin{enumerate}
8.53 + \item the rule accompanied with multimedia explanations
8.54 + \item the rule accompanied with examples
8.55 + \end{enumerate}
8.56 +\item present a list of rules to select a rule for application
8.57 + \begin{enumerate}
8.58 + \item the list with applicable rules only
8.59 + \item the list with a randomised mix of applicable rules and not applicable ones
8.60 + \end{enumerate}
8.61 + The ratio between applicable rules and non-applicable rules in the list might be preset, as well as the length of the list might be preset.
8.62 +%\item
8.63 +% \begin{enumerate}
8.64 +% \item
8.65 +% \item
8.66 +% \item
8.67 +% \end{enumerate}
8.68 +\end{enumerate}
8.69 +The challenge of this thesis is to find out,
8.70 +
8.71 +TODO
8.72 +
8.73 +which \dots when, sequences, combinations, strategies (or more modest: gain first experiences \dots)
8.74 +
8.75 +
8.76 +
8.77 +
8.78 +
8.79 +\subsection{``Next Step Guidance''}
8.80 +``What if a student gets stuck in stepwise problem solving ?'' This question is crucial when designing e-learning software, because the programmer has to anticipate many cases and much effort is required to code each of the cases. TP-based systems like {\sisac} support the programmer with general services mentioned above, which in turn allow general strategies --- for these strategies we coin the term ``next step guidance (NSG)''.
8.81 +
8.82 +Our answers to the above questions will be general. However, since their topic is new, we start from examples and investigate possible reaction of the system. Below ``?'' denotes the current cursor positions where either the user gets stuck or the system sets the cursor for user input.
8.83 +\begin{enumerate}
8.84 +\item Factorisation during cancellation
8.85 + \begin{enumerate}
8.86 + \item example: $\frac{3}{6}=?$\\
8.87 + system's reactions:
8.88 + \begin{enumerate}
8.89 + \item try to apply $\frac{1\cdot 3}{2\cdot 3}=\frac{1}{2}$
8.90 + \item complete at ``?'': $\frac{3}{6}=\frac{?\cdot 3}{2\cdot 3}$ or $\frac{3}{6}=\frac{1\cdot 3}{?\cdot 3}$ or $\frac{3}{6}=\frac{1\cdot ?}{2\cdot ?}$ or $\frac{3}{6}=\frac{?\cdot 3}{?\cdot 3}$
8.91 + \item
8.92 + \item
8.93 + \end{enumerate}
8.94 + \item example: $\frac{a\cdot b^3}{c\cdot b^4}=?$
8.95 + \begin{enumerate}
8.96 + \item
8.97 + \item
8.98 + \end{enumerate}
8.99 + \item example: $\frac{a^2-b^2}{a-b}=?$
8.100 + \begin{enumerate}
8.101 + \item
8.102 + \item
8.103 + \end{enumerate}
8.104 + \item
8.105 + \end{enumerate}
8.106 + \begin{enumerate}
8.107 + \item
8.108 + \item
8.109 + \end{enumerate}
8.110 +\item
8.111 + \begin{enumerate}
8.112 + \item
8.113 + \item
8.114 + \end{enumerate}
8.115 +\end{enumerate}
8.116 +
8.117 +\subsection{TODO}
8.118 +
8.119 +\section{TODO}
8.120 +
8.121 +\subsection{TODO}
8.122 +
8.123 +\subsection{Error Patterns}
8.124 +With ``error patterns'' we denote situations which can be mechanically detected by so-called ``pattern matching'' \cite{nipk:rew-all-that}: given one of the patterns below, each pattern covers several examples (at least the ones given respectively).
8.125 +\begin{enumerate}
8.126 +\item Addition:
8.127 + \begin{enumerate}
8.128 + \item $\frac{a}{b}+\frac{c}{d}=\frac{a+c}{b+d}$, examples:
8.129 + $\frac{1}{3}+\frac{2}{3}=\frac{1+2}{3+3}$,
8.130 + $\frac{1}{3}+\frac{2}{3}=\frac{3}{6}$,
8.131 + $\frac{1}{3}+\frac{2}{3}=2$
8.132 + \item $a+\frac{b}{c}=\frac{a+b}{c}$,
8.133 + examples: $1+\frac{2}{3}=\frac{3}{3}$,
8.134 + $1+\frac{2}{3}=1$
8.135 + \item
8.136 +
8.137 + \end{enumerate}
8.138 +\item Multiplication
8.139 + \begin{enumerate}
8.140 + \item $\frac{a}{c}\cdot\frac{b}{c}=\frac{a\cdot b}{c}$, examples:
8.141 + $\frac{1}{3}\cdot\frac{2}{3}=\frac{1\cdot 2}{3}$,
8.142 + $\frac{1}{3}\cdot\frac{2}{3}=\frac{2}{3}$
8.143 + \item $a\cdot\frac{b}{c}=\frac{a\cdot b}{c}$, examples:
8.144 + $1\cdot\frac{2}{3}=\frac{1\cdot 2}{3}$,
8.145 + $1\cdot\frac{2}{3}=\frac{2}{3}$
8.146 + \item $\frac{a}{b}\cdot c=\frac{a\cdot c}{b}$, examples:
8.147 + $\frac{2}{3}\cdot 1=\frac{1\cdot 2}{3}$,
8.148 + $\frac{2}{3}\cdot 1=\frac{2}{3}$
8.149 + \item
8.150 + \end{enumerate}
8.151 +\item Cancellation
8.152 + \begin{enumerate}
8.153 + \item $\frac{a+b}{a}=b$, examples:
8.154 + $\frac{2+3}{2}=3$, $\frac{2+3}{2}=\frac{3}{1}$
8.155 + \item $\frac{a\cdot b + c}{a}=b+c$, examples:
8.156 + $\frac{2\cdot 3 + 4}{2}=\frac{7}{1}$,
8.157 + $\frac{2\cdot 3 + 4}{2}=7$
8.158 + \item $\frac{a\cdot b + c}{b}=a+c$, examples:
8.159 + $\frac{2\cdot 3 + 4}{3}=\frac{6}{1}$,
8.160 + $\frac{2\cdot 3 + 4}{3}=6$
8.161 + \item $\frac{a + b\cdot c}{b}=a+c$, examples:
8.162 + $\frac{2 + 3\cdot 4}{3}=\frac{6}{1}$,
8.163 + $\frac{2 + 3\cdot 4}{3}=6$
8.164 + \item $\frac{a + b\cdot c}{c}=a+b$, examples:
8.165 + $\frac{2 + 3\cdot 4}{4}=\frac{5}{1}$,
8.166 + $\frac{2 + 3\cdot 4}{4}=5$
8.167 + \end{enumerate}
8.168 +\item
8.169 + \begin{enumerate}
8.170 + \item
8.171 + \item
8.172 + \end{enumerate}
8.173 +\item
8.174 + \begin{enumerate}
8.175 + \item
8.176 + \item
8.177 + \end{enumerate}
8.178 +\end{enumerate}
8.179 +Remark: Concise notation inhibits errors, for instance the confusion between $+$ and $\cdot$ in $1\frac{2}{3}$: CAS assume $\cdot$ for the missing operator, {\sisac} even enforces $\cdot$.
8.180 +
8.181 +\subsection{TODO}
8.182 +
8.183 +\section{TODO}
8.184 +
8.185 +\subsection{Test Citation}
8.186 +xxx \cite{failure-constructivist-06} xxx \cite{worked-examples-85} xxx \cite{problem_solving-worked_example-01} xxx \cite{wn:lucas-interp-12}
8.187 +\bibliography{references}
8.188 +\end{document}
9.1 --- a/doc/mkienl_fkober/mkienl_bakk.tex Thu Mar 01 18:04:41 2012 +0100
9.2 +++ b/doc/mkienl_fkober/mkienl_bakk.tex Mon Mar 05 10:13:18 2012 +0100
9.3 @@ -95,6 +95,14 @@
9.4
9.5 \section{\isac's existing dialog architecture}
9.6
9.7 +TODO see http://en.wikipedia.org%/wiki/Multitier_architecture#Comparison_with_the_MVC_architecture
9.8 +which replaces seeheim:
9.9 +\# Eckerson, Wayne W. "Three Tier Client/Server Architecture: Achieving Scalability, Performance, and Efficiency in Client Server Applications." Open Information Systems 10, 1 (January 1995): 3(20)
9.10 +\# http://www.linuxjournal.com/article/3508:
9.11 +Three-Tier Architecture Issue 75 July 2000 Jul 01, 2000 By Ariel Ortiz Ramirez in Software
9.12 +
9.13 +
9.14 +
9.15 \subsection{Classdiagram}
9.16 This classdiagram represents a very simplified overview of important classes and methods. This methods described in the following interaction diagrams below.
9.17 \begin{figure}[h]