| A Framework for Building a Knowledge-Based System for Curriculum Design in Engineering | p. 1 |
| Introduction | p. 1 |
| Rational | p. 6 |
| Aims | p. 6 |
| The Framework | p. 7 |
| Alternative Approaches to Knowledge Engineering | p. 7 |
| Methodology | p. 9 |
| Domain Delineation | p. 9 |
| Subdomain Investigation | p. 11 |
| Verification, Validation and Acceptance | p. 12 |
| Knowledge Acquisition in Curriculum Development | p. 13 |
| The Specification of the Domain | p. 13 |
| Definition of the Inputs and Outputs for the Subdomains | p. 14 |
| Software Architecture | p. 14 |
| Conclusions | p. 20 |
| References | p. 21 |
| A Web-based Authoring Tool for Intelligent Tutors: Blending Assessment and Instructional Assistance | p. 23 |
| Introduction | p. 23 |
| The Extensible Tutor Architecture | p. 24 |
| Curriculum Unit | p. 25 |
| Problem Unit | p. 25 |
| Strategy Unit | p. 27 |
| Logging Unit | p. 28 |
| System Architecture | p. 29 |
| Methods | p. 29 |
| The Assistment Builder | p. 31 |
| Purpose of the Assistment Builder | p. 31 |
| Assistments | p. 32 |
| Web Deployment | p. 33 |
| Features | p. 33 |
| Methods | p. 35 |
| Results and analysis | p. 36 |
| Future Work | p. 37 |
| Content Development and Usage | p. 38 |
| Content Development | p. 38 |
| Database Reporting | p. 41 |
| Analysis of data to determine whether the system reliably predicts MCAS performance | p. 41 |
| Analysis of data to determine whether the system effectively teaches | p. 44 |
| Experiments | p. 45 |
| Survey of students' attitudes | p. 47 |
| Summary | p. 47 |
| References | p. 47 |
| Alife in the Classrooms: an Integrative Learning Approach | p. 51 |
| An Integrative Model of Learning | p. 51 |
| An Educational Application of Cognitive Sciences | p. 55 |
| Alife as an Unified Scientific Enterprise | p. 58 |
| L-Systems as Keytool for e-Science | p. 60 |
| Introducing L-systems | p. 60 |
| A cheap and easy way to use L-systems | p. 63 |
| How to use LSE: easy programming | p. 65 |
| Easy results and advanced possibilities | p. 66 |
| What are the objectives of creating images similar to the previous one? | p. 67 |
| Learning by doing | p. 69 |
| Summary | p. 71 |
| References | p. 72 |
| Pedagogic Strategies Based on the Student Cognitive Model Using the Constructivist Approach | p. 77 |
| Introduction | p. 77 |
| Theoretical basis | p. 79 |
| Cognitive structures | p. 79 |
| Structures equilibration | p. 80 |
| Disturbances, regulations and compensations | p. 80 |
| Possibility and necessity | p. 81 |
| Conducts, grasp of consciousness, action and concept | p. 82 |
| AMPLIA | p. 84 |
| Domain Agent | p. 85 |
| Learner Agent | p. 86 |
| Pedagogic Strategies | p. 88 |
| Creating strategies and tactics | p. 88 |
| Tactics selection | p. 91 |
| Tracking the use of strategies in AMPLIA | p. 95 |
| AMPLIA as medical learning software | p. 98 |
| Summary | p. 100 |
| References | p. 101 |
| Tracing CSCL Processes | p. 103 |
| Introduction | p. 103 |
| Related work | p. 105 |
| Our model | p. 106 |
| Our experience | p. 107 |
| The tool | p. 108 |
| Discussion | p. 111 |
| Summary | p. 112 |
| References | p. 114 |
| Formal Aspects of Pedagogical Negotiation in AMPLIA System | p. 117 |
| Introduction | p. 118 |
| Theoretical Basis | p. 119 |
| The Object of Negotiation in AMPLIA | p. 122 |
| The Negotiation Processes | p. 123 |
| The Role of AMPLIA's Agents in the Pedagogical Negotiation | p. 126 |
| Formalization of PN Process | p. 127 |
| Current Agent Communication Frameworks | p. 127 |
| The New Formal Framework | p. 128 |
| Shared Knowledge and Communication Space | p. 130 |
| Formalization of Initial and Final Conditions of Negotiation | p. 132 |
| Agent Interaction and Negotiation Space | p. 135 |
| Representation of Probabilistic Knowledge | p. 137 |
| Pedagogical Negotiation and the Real World | p. 139 |
| Summary | p. 143 |
| References | p. 144 |
| A New Approach to Meta-Evaluation Using Fuzzy Logic | p. 147 |
| Introduction | p. 148 |
| Meta-evaluation | p. 149 |
| The Concept | p. 149 |
| The Relevance | p. 151 |
| Traditional Techniques | p. 152 |
| Fuzzy Logic: Basic Concepts | p. 153 |
| The proposed methodology | p. 156 |
| Introduction | p. 156 |
| The Instrument | p. 156 |
| The Inference System | p. 157 |
| Casestudy | p. 161 |
| Discussion | p. 162 |
| Conclusion | p. 164 |
| References | p. 164 |
| Bibliography | p. 164 |
| Evaluation of Fuzzy Productivity of Graduate Courses | p. 167 |
| Introduction | p. 167 |
| Productivity Evaluation | p. 170 |
| Randomization of inputs and outputs | p. 174 |
| Application of Correlation Estimates | p. 175 |
| DEA and Malmquist Indices | p. 177 |
| Evaluation of Productivity in Production Engineering Courses | p. 177 |
| Conclusion | p. 181 |
| References | p. 182 |
| Index | p. 183 |
| Author Index | p. 184 |
| Reviewer List | p. 185 |
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