| Invited Presentations | |
| Adaptive Hypermedia: From Intelligent Tutoring Systems to Web-Based Education | p. 1 |
| Infrastructure for Future Network Learning | p. 8 |
| Can We Learn from ITSs? | p. 9 |
| Uncertainty, Utility, and Understanding | p. 18 |
| Stereotypes, Student Models and Scrutability | p. 19 |
| Life and Learning in the Electronic Village: The Importance of Localization for the Design of Environments to Support Learning | p. 31 |
| Agent-Based Tutoring Systems | |
| Tutoring Diagnostic Problem Solving | p. 33 |
| LAHYSTOTRAIN - Integration of Virtual Environments and ITS to Surgery Training | p. 43 |
| Active Learner Modelling | p. 53 |
| Training Teams with Collaborative Agents | p. 63 |
| Evaluating an Animated Pedagogical Agent | p. 73 |
| Multi-agent Negotiation to Support an Economy for Online Help and Tutoring | p. 83 |
| The Collaborative System with Situated Agents for Activating Observation Learning | p. 93 |
| Should I Teach My Computer Peer? Some Issues in Teaching a Learning Companion | p. 103 |
| WHITE RABBIT - Matchmaking of User Profiles Based on Discussion Analysis Using Intelligent Agents | p. 113 |
| Architectures for ITS | |
| Applying Patterns to ITS Architectures | p. 123 |
| Andes: A Coached Problem Solving Environment for Physics | p. 133 |
| A Collection of Pedagogical Agents for Intelligent Educational Systems | p. 143 |
| DT Tutor: A Decision-Theoretic, Dynamic Approach for Optimal Selection of Tutorial Actions | p. 153 |
| Experimenting Features from Distinct Software Components on a Single Platform | p. 163 |
| Using Student Task and Learning Goals to Drive the Construction of an Authoring Tool for Educational Simulations | p. 173 |
| Authoring Systems | |
| Using an ITS Authoring Tool to Explore Educators' Use of Instructional Strategies | p. 182 |
| Is What You Write What You Get?: An Operational Model of Training Scenario | p. 192 |
| Designing for Collaborative Discovery Learning | p. 202 |
| Cognitive Approaches | |
| An Analysis of Multiple Tutoring Protocols | p. 212 |
| Understandable Learner Models for a Sensorimotor Control Task | p. 222 |
| Using Meta-cognitive Conflicts to Support Group Problem Solving | p. 232 |
| Cooperative Systems | |
| LeCS: A Collaborative Case Study System | p. 242 |
| "Today's Talking Typewriter" - Supporting Early Literacy in a Classroom Environment | p. 252 |
| An Adaptive, Collaborative Environment to Develop Good Habits in Programming | p. 262 |
| Distributed Learning Environments | |
| A Reflective CSCL Environment with Foundations Based on the Activity Theory | p. 272 |
| How Can We Form Effective Collaborative Learning Groups? | p. 282 |
| Evaluation of Instructional Systems | |
| Limitations of Student Control: Do Students Know When They Need Help? | p. 292 |
| Further Results from the Evaluation of an Intelligent Computer Tutor to Coach Self-Explanation | p. 304 |
| Analyzing and Generating Mathematical Models: An Algebra II Cognitive Tutor Design Study | p. 314 |
| Intelligent Distance Learning | |
| A Coached Collaborative Learning Environment for Entity-Relationship Modeling | p. 324 |
| Model of an Adaptive Support Interface for Distance Learning | p. 334 |
| Agent's Contribution for an Asynchronous Virtual Classroom | p. 344 |
| Intelligent Multimedia and Hypermedia Systems | |
| Theoretical and Practical Considerations for Web-Based Intelligent Language Tutoring Systems | p. 354 |
| Adaptive Multimedia Interface for Users with Intellectual and Cognitive Handicaps | p. 363 |
| Evaluating the Need for Intelligence in an Adaptive Hypermedia System | p. 373 |
| Instructional Design | |
| Tailoring Feedback by Correcting Student Answers | p. 383 |
| Design Principles for a System to Teach Problem Solving by Modelling | p. 393 |
| Evolution of the Hypotheses Testing Approach in Intelligent Problem Solving Environments | p. 403 |
| Learning Environments | |
| The Impact of Representation on Coaching Argument Analysis | p. 413 |
| Bringing Scrutability to Adaptive Hypertext Teaching | p. 423 |
| ITS Tools for Natural Language Dialogue: A Domain-Independent Parser and Planner | p. 433 |
| Cooperative Agents to Track Learner's Cognitive Gap | p. 443 |
| Agent-Mediated Language-Learning Environment Based on Communicative Gaps | p. 454 |
| TEATRIX: Virtual Environment for Story Creation | p. 464 |
| Fading and Deepening: The Next Steps for Andes and other Model-Tracing Tutors | p. 474 |
| An Intelligent Learning Environment for Novice Users of a GUI | p. 484 |
| A System for Concerned Teaching of Musical Aural Skills | p. 494 |
| Student Modeling | |
| Broader Bandwidth in Student Modeling: What if ITS were "Eye"TS? | p. 504 |
| Accretion Representation for Scrutable Student Modelling | p. 514 |
| Using a Probabilistic Student Model to Control Problem Difficulty | p. 524 |
| Adaptive Bayesian Networks for Multilevel Student Modelling | p. 534 |
| Inspecting and Visualizing Distributed Bayesian Student Models | p. 544 |
| The Explanation Agent | p. 554 |
| Teaching and Learning Strategies | |
| The Conceptual Helper: An Intelligent Tutoring System for Teaching Fundamental Physics Concepts | p. 564 |
| Macroadapting Animalwatch to Gender and Cognitive Differences with Respect to Hint Interactivity and Symbolism | p. 574 |
| High-Level Student Modeling with Machine Learning | p. 584 |
| Individualized Recommendations for Learning Strategy Use | p. 594 |
| An Empirical Approach to On-Line Learning in SIETTE | p. 604 |
| Cooperative Problem-Seeking Dialogues in Learning | p. 615 |
| Web-Based Training Systems | |
| Course Sequencing for Static Courses? Applying ITS Techniques in Large-Scale Web-Based Education | p. 625 |
| Modelling the Instructor in a Web-Based Authoring Tool for Algebra-Related ITSs | p. 635 |
| Poster Papers | |
| Improving Story Choice in a Reading Tutor that Listens | p. 645 |
| Using Computer Algebra for Rapid Development of ITS Components in Engineering | p. 646 |
| Supporting Discovery Learning in Building Neural Network Models | p. 647 |
| A Cognitive Model for Automatic Narrative Summarization in a Self-Educational System | p. 648 |
| Didactic Situations as Multifaceted Theoretical Objects | p. 649 |
| The Use of Constraint Logic Programming in the Development of Adaptive Tests | p. 650 |
| An Ontological Approach for Design and Evaluation of Tutoring Systems | p. 651 |
| Training Scenarios Generation Tools for an ITS to Control Center Operators | p. 652 |
| Multiple Paradigms for a Generic Diagnostic Proposal | p. 653 |
| A Description Formalism for Complex Questionnaires | p. 654 |
| Assisting Planning in Computer-Mediated Explorative Problem-Solving | p. 655 |
| Annotating Exploration History and Knowledge Mapping for Learning with Web-Based Resources | p. 656 |
| Collaborative Learning Environment which Enforces Students to Induce Ideas | p. 657 |
| Adaptive Support for Brain Deficits in Special Education | p. 658 |
| Student Modelling and Interface Design in SIAL | p. 659 |
| A Reification of a Strategy for Geometry Theorem Proving | p. 660 |
| VLab: An Environment for Teaching Behavioral Modeling | p. 661 |
| Workshops | |
| W1 - Modeling Human Teaching Tactics and Strategies | p. 662 |
| W2 - Adaptive and Intelligent Web-Based Education Systems | p. 663 |
| W3 - Applying Machine Learning to ITS Design/Construction | p. 664 |
| W4 - Collaborative Discovery Learning in the Context of Simulations | p. 665 |
| W5 - Case-Based Reasoning in Intelligent Training Systems | p. 666 |
| W6 - Learning Algebra with the Computer, a Transdisciplinary Workshop | p. 667 |
| W7 - Advanced Instructional Design for Complex Safety Critical & Emergency Training | p. 668 |
| Young Researchers Track | p. 669 |
| Author Index | p. 673 |
| Table of Contents provided by Publisher. All Rights Reserved. |
