On-line policy optimisation of spoken dialogue systems via live interaction with human subjects

Statistical dialogue models have required a large number of dialogues to optimise the dialogue policy, relying on the use of a simulated user. This results in a mismatch between training and live conditions, and significant development costs for the simulator thereby mitigating many of the claimed benefits of such models. Recent work on Gaussian process reinforcement learning, has shown that learning can be substantially accelerated. This paper reports on an experiment to learn a policy for a real-world task directly from human interaction using rewards provided by users. It shows that a usable policy can be learnt in just a few hundred dialogues without needing a user simulator and, using a learning strategy that reduces the risk of taking bad actions. The paper also investigates adaptation behaviour when the system continues learning for several thousand dialogues and highlights the need for robustness to noisy rewards. © 2011 IEEE.

JUSTEIS (JISC Usage Surveys: Trends in Electronic Information Services) Strand A: survey of end users of all electronic information services (HE and FE), with Action research report. Final report 2002/2003 Cycle Four.

Urquhart, C. (editor for JUSTEIS team), Spink, S., Thomas, R., Yeoman, A., Durbin, J., Turner, J., Armstrong, A., Lonsdale, R. & Fenton, R. (2003). JUSTEIS (JISC Usage Surveys: Trends in Electronic Information Services) Strand A: survey of end users of all electronic information services (HE and FE), with Action research report. Final report 2002/2003 Cycle Four. Aberystwyth: Department of Information Studies, University of Wales Aberystwyth with Information Automation Ltd (CIQM). Sponsorship: JISC

Iterative vs Simultaneous Fuzzy Rule Induction

M. Galea and Q. Shen. Iterative vs Simultaneous Fuzzy Rule Induction. Proceedings of the 14th International Conference on Fuzzy Systems, pages 767-772.

Biased ART: A Neural Architecture that Shifts Attention Toward Previously Disregarded Features Following an Incorrect Prediction

Memories in Adaptive Resonance Theory (ART) networks are based on matched patterns that focus attention on those portions of bottom-up inputs that match active top-down expectations. While this learning strategy has proved successful for both brain models and applications, computational examples show that attention to early critical features may later distort memory representations during online fast learning. For supervised learning, biased ARTMAP (bARTMAP) solves the problem of over-emphasis on early critical features by directing attention away from previously attended features after the system makes a predictive error. Small-scale, hand-computed analog and binary examples illustrate key model dynamics. Twodimensional simulation examples demonstrate the evolution of bARTMAP memories as they are learned online. Benchmark simulations show that featural biasing also improves performance on large-scale examples. One example, which predicts movie genres and is based, in part, on the Netflix Prize database, was developed for this project. Both first principles and consistent performance improvements on all simulation studies suggest that featural biasing should be incorporated by default in all ARTMAP systems. Benchmark datasets and bARTMAP code are available from the CNS Technology Lab Website: http://techlab.bu.edu/bART/.

Video games in the classrooms: implications of a disruptive innovation to develop the Multiple Intelligences

The present study aims to identify the framework of personal, organizational and technical variables that contribute to the viability and successful of innovative educational practices with video games within the school context to enhance the multiple intelligences. For this purpose, advantage was taken on the information previously collected through a questionnaire about the views, thoughts and experiences of a group of teachers of childhood and primary education (N=25) who voluntarily participated in a blended training activity from Center of Teachers (CEFIRE) of Valencia, around a community of practice aimed at promoting and advising projects for implementing educational video games in the classroom. The mixed methodology adopted has allowed the following: a) describe the relationship between their degree of development and daily use made of ICT in the classroom, their level of familiarity with video games,  their previous experience to integrate them for educational purposes..., and their participation in projects that focus on game-based learning; b) conduct content analysis of the opinions and thoughts expressed in a forum for teachers on innovation on and methodological strategies adopted reflected in a virtual board; and c) develop a SWOT analysis: Strengths, Weaknesses, Opportunities and Threats inherent in the implementation of experience with video games in the classroom. Among the conclusions, it is highlighted that, even though most did not have specific training or enough technological resources and the planning and implementation of innovation required them a great investment of time, their personal interest, the support given by members of the online community of practice, helped to encourage their activity, along with receptivity, positive attitude and high motivation of students with the experience. These aspects have been crucial to promote successful innovative practices with video games.

The determinants of knowledge transfer within collaborative new product development projects

Purpose – This paper explores the factors which determine the degree of knowledge transfer in inter-firm new product development projects. We test a theoretical model exploring how inter-firm knowledge transfer is enabled or hindered by a buyer’s learning intent, the degree of supplier protectiveness, inter-firm knowledge ambiguity, and absorptive capacity. Design/methodology/approach – A sample of 153 R&D intensive manufacturing firms in the UK automotive, aerospace, pharmaceutical, electrical, chemical, and general manufacturing industries were used to test the framework. Two-step structural equation modeling in AMOS 7.0 was used to analyse the data. Findings – Our results indicate that a buyer’s learning intent increases inter-firm knowledge transfer, but also acts as an incentive for suppliers to protect their knowledge. Such defensive measures increase the degree of inter-firm knowledge ambiguity, encouraging buyer firms to invest in absorptive capacity as a means to interpret supplier knowledge, but also increase the degree of knowledge transfer. Practical implications – Our paper illustrates the effects of focusing on acquisition, rather than accessing, supplier technological knowledge. We show that an overt learning strategy can be detrimental to knowledge transfer between buyer-supplier, as supplier’s react by restricting the flow of information. Organisations are encouraged to consider this dynamic when engaging in multi-organisational new product development projects. Originality/value – This paper examines the dynamics of knowledge transfer within inter-firm NPD projects, showing how transfer is influenced by the buyer firm’s learning intention, supplier’s response, characteristics of the relationship and knowledge to be transferred.

Service user and carer participation in an endoscopy nursing programme

This article reports an initiative to improve students' insight into service user and carer experience of endoscopy, particularly those with severe disability, such as spinal cord injury. This insight has the potential to improve the information provided and level of person-centred care in an endoscopy service. It was evident in the feedback from the classroom encounter that the teaching and learning strategy had a positive outcome, which will allow us to integrate the approach into future curriculum development and delivery, bringing the lived experience from the service user and carer perspective into the classroom. Students engaged in discussion and used their reflective skills to develop sensitivity to those with physical disability and complex needs requiring endoscopy procedures.

Apropriação do português por adultos eslavófonos: o tempo e o aspeto

As alterações no panorama social português que ocorreram no virar do milénio, marcadas pela chegada massiva de imigrantes provenientes de países que não tinham laços históricos e linguísticos com Portugal – com destaque para as comunidades do Leste europeu –, vieram colocar novos desafios à sociedade e à escola portuguesas. Com o propósito de caracterizar o perfil de apropriação da Língua Portuguesa (LP) de aprendentes adultos eslavófonos residentes em Portugal, foram recolhidos 87 questionários e testes linguísticos junto de adultos falantes de línguas eslavas que frequentavam cursos de LP em contexto formal/ não formal. Complementarmente, foram realizadas 17 entrevistas a aprendentes e professores. A análise de dados, de carácter quantitativo e qualitativo, centrou-se em três eixos fundamentais: a) o perfil de apropriação da LP; b) a gestão dos repertórios linguísticos; e c) as dificuldades manifestadas na apropriação, compreensão e uso do sistema temporal-aspetual em LP. Para cada um destes eixos, salientamos as seguintes conclusões: a) o contexto formal/ não formal é aquele que é considerado o mais eficaz; a apropriação da LP decorre ainda em contexto de autoaprendizagem e em contexto informal. A expressão oral afigura-se como uma competência de intervenção prioritária para este público. b) os repertórios linguísticos dos informantes deste estudo são limitados em número e diversidade de línguas, estando quase circunscritos às línguas eslavas, com amplo destaque para o Russo. A influência das Línguas Maternas na apropriação da LP é percecionada, de uma forma geral, como negativa, e é reduzida a adoção de estratégias de rentabilização interlinguística. c) as principais dificuldades no que se refere ao Tempo e Aspeto prendem- -se com o modo conjuntivo, os tempos compostos, os valores secundários de alguns tempos verbais, o pretérito perfeito composto do indicativo, a distinção entre o pretérito perfeito simples e o pretérito imperfeito do indicativo e a distinção entre os verbos ‘ser’ e ‘estar’. De uma forma global, apontam-se como pistas de intervenção a criação de cursos de LP de nível mais avançado, uma maior rentabilização do capital linguístico presente em sala de aula e a frequência, por parte dos docentes, de formação em línguas eslavas. A nível de recursos didáticos, sugere-se a elaboração de materiais bilingues para autoaprendizagem e de materiais de apoio ao professor. Seria igualmente útil a promoção de mais oportunidades de interação entre imigrantes e nativos.

O ensino por pesquisa como promotor de aprendizagens diferenciadas

O presente trabalho propõe-se abordar uma perspetiva de ensino e de aprendizagem que tem ganho protagonismo, no âmbito do ensino das ciências. Inserida num quadro internacional de inquiry approach, a perspetiva de ensino por pesquisa (EPP) tem sido referida em diversos trabalhos de investigação pelos resultados promissores que apresenta, constituindo-se como referencial em termos de orientação dos programas a implementar nos ensinos básico e secundário português. Constata-se, no entanto, que nem sempre é feita a transposição do respetivo quadro teórico para o contexto das práticas de sala de aula. Nesta investigação, recorremos a um estudo de caso onde implementámos uma estratégia de ensino e de aprendizagem baseada na perspetiva de EPP, ao nível da disciplina de biologia de 12.º ano do curso científico-humanístico de ciências e tecnologias. Os dados recolhidos permitiram-nos destacar os resultados positivos ao nível de produtos, com o desenvolvimento de conhecimentos de natureza conceptual, procedimental e atitudinal; ao nível do processo, salientando-se algumas características de natureza funcional do trabalho de grupo desenvolvido e ao nível da articulação entre o estudo por nós desenvolvido e o funcionamento da disciplina de biologia. Mediante os resultados obtidos, acreditamos que a estratégia EPP é viável e poderá constituir-se como opção válida para a concretização do programa de biologia de 12.º ano. Para além disso, a identificação de obstáculos e potencialidades inerentes à sua implementação, poderá desencadear estudos de investigação similares, de modo a contribuir para uma compreensão mais alargada da perspetiva de EPP e respetiva implementação.

A neural network seismic detector

This experimental study focuses on a detection system at the seismic station level that should have a similar role to the detection algorithms based on the ratio STA/LTA. We tested two types of neural network: Multi-Layer Perceptrons and Support Vector Machines, trained in supervised mode. The universe of data consisted of 2903 patterns extracted from records of the PVAQ station, of the seismography network of the Institute of Meteorology of Portugal. The spectral characteristics of the records and its variation in time were reflected in the input patterns, consisting in a set of values of power spectral density in selected frequencies, extracted from a spectro gram calculated over a segment of record of pre-determined duration. The universe of data was divided, with about 60% for the training and the remainder reserved for testing and validation. To ensure that all patterns in the universe of data were within the range of variation of the training set, we used an algorithm to separate the universe of data by hyper-convex polyhedrons, determining in this manner a set of patterns that have a mandatory part of the training set. Additionally, an active learning strategy was conducted, by iteratively incorporating poorly classified cases in the training set. The best results, in terms of sensitivity and selectivity in the whole data ranged between 98% and 100%. These results compare very favorably with the ones obtained by the existing detection system, 50%.

On-line operation of an intelligent seismic detector

This study describes the on-line operation of a seismic detection system to act at the level of a seismic station providing similar role to that of a STA /LTA ratio-based detection algorithms. The intelligent detector is a Support Vector Machine (SVM), trained with data consisting of 2903 patterns extracted from records of the PVAQ station, one of the seismographic network's stations of the Institute of Meteorology of Portugal (IM). Records' spectral variations in time and characteristics were reflected in the SVM input patterns, as a set of values of power spectral density at selected frequencies. To ensure that all patterns of the sample data were within the range of variation of the training set, we used an algorithm to separate the universe of data by hyper-convex polyhedrons, determining in this manner a set of patterns that have a mandatory part of the training set. Additionally, an active learning strategy was conducted, by iteratively incorporating poorly classified cases in the training set. After having been trained, the proposed system was experimented in continuous operation for unseen (out of sample) data, and the SVM detector obtained 97.7% and 98.7% of sensitivity and selectivity, respectively. The same type of ANN presented 88.4 % and 99.4% of sensitivity and selectivity when applied to data of a different seismic station of IM. © 2013 Springer-Verlag Berlin Heidelberg.

Práticas de ensino supervisionadas do 1º e 2º ciclo do ensino básico: a prática de resolução de problemas na aquisição do conceito de comprimento e de perímetro no 3.º ano de escolaridade

Relatório final apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e 2.º Ciclos do Ensino Básico

A method of evaluating psychomotor tooth preparation skills in preclinical dental programs

Preclinical and clinical tooth important and significant aspect of preparation is an a dental student's education. The associated procedures rely heavily on the development of particular psychomotor skills. The most common format of instruction and evaluation in tooth preparation at many Dental Faculties, emphasizes the product (tooth preparation) and associates performance with characteristics of this product. This integrated study examines which skills should be developed and how a course of instruction can best be structured to develop the necessary skills. The skills which are identified are those necessary for tooth preparation are selected from a psychomotor taxonomy. The purpose of evaluating these skills is identified. Behavioral objectives are set for student performance and the advisability of establishing standards of performance is examined. After reviewing studies related to learning strategy for dental psychomotor the most suitable tasks as well as articles on instructor effectiveness a model is proposed. A pilot project at the University of Toronto, based on this proposed model is described. The paper concludes wi th a discussion of the implications of this proposed model.

Impact des émotions sur les performances

Les émotions jouent un rôle primordial dans les processus cognitifs et plus particulièrement dans les tâches d’apprentissage. D’ailleurs, plusieurs recherches neurologiques ont montré l’interrelation qui existe entre la cognition et les émotions. Elles ont aussi déterminé plusieurs formes d’intelligence humaine autre que l’intelligence rationnelle parmi lesquelles nous distinguons la forme ayant comme dimension émotionnelle, à savoir l’intelligence émotionnelle, vu son impact sur les processus d’apprentissage. L’intelligence émotionnelle est alors un facteur significatif de réussite scolaire et professionnelle. Sous la lumière de ces constatations présentées, les informaticiens à leur tour, vont alors tenter de consentir de plus en plus de place au facteur émotionnel dans les systèmes informatiques et plus particulièrement dans ceux dédiés à l’apprentissage. L’intégration de l’intelligence émotionnelle dans ces systèmes et plus précisément, dans les Systèmes Tutoriels Intelligents (STI), va leur permettre de gérer les émotions de l’apprenant et par la suite améliorer ses performances. Dans ce mémoire, notre objectif principal est d’élaborer une stratégie d’apprentissage visant à favoriser et accentuer la mémorisation chez les enfants. Pour atteindre cet objectif, nous avons développé un cours d’anglais en ligne ainsi qu’un tuteur virtuel utilisant des ressources multimédia tels que le ton de la voix, la musique, les images et les gestes afin de susciter des émotions chez l’apprenant. Nous avons conduit une expérience pour tester l’efficacité de quelques stratégies émotionnelles ainsi qu’évaluer l’impact des émotions suscitées sur la capacité de mémorisation des connaissances à acquérir par l’apprenant. Les résultats de cette étude expérimentale ont prouvé que l’induction implicite des émotions chez ce dernier a une influence significative sur ses performances. Ils ont également montré qu’il n’existe pas une stratégie efficace pour tous les apprenants à la fois, cependant l’efficacité d’une telle stratégie par rapport à une autre dépend essentiellement du profil comportemental de l’apprenant déterminé à partir de son tempérament.

Les perceptions d’étudiants au baccalauréat en sciences infirmières de l’utilisation du journal d’apprentissage

L’approche par compétences est de plus en plus choisie pour guider les curriculums universitaires de formation professionnelle. Accordant un intérêt primordial au développement des compétences, les responsables des programmes élaborés selon cette approche doivent déterminer les stratégies pédagogiques qui seront les plus efficaces et qui permettront une participation active de l’étudiant. Depuis plus de 30 années (Cameron et Mitchell, 1993; Wellard et Bethune, 1996), le journal d’apprentissage favorise la construction des savoirs en pratique clinique et le développement de la pensée réflexive, une compétence nécessaire à la pratique des infirmières qui s’inspirent d’une vision spécifique de la discipline, comme celle du modèle de McGill (Kravitz et Frey, 1989; Thorpe, 2003). Malgré cela, les études sur les perceptions d’étudiants relativement au journal d’apprentissage sont rares, et ce, surtout au Canada (Epp, 2008). Il importe de s’intéresser aux perceptions d’étudiants afin d’atteindre l’efficacité optimale de l’outil. Le but de cette étude était d’explorer les perceptions d’étudiants au baccalauréat en sciences infirmières de l’utilisation du journal d’apprentissage. Elle a été réalisée auprès d’étudiants de 2e et 3e année, selon un devis de type qualitatif exploratoire. Les participants (n=52) ont rempli un formulaire constitué d’une mise en situation comprenant 5 questions ouvertes. L’analyse des données a fait émerger trois thèmes principaux de l’utilisation du journal soit : un outil personnel, un outil de communication et un outil d’apprentissage de la pratique. Des recommandations pour la formation et la recherche sont formulées.