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Mastering Data-Intensive Collaboration and Decision Making
This book reports on cutting-edge research carried out within the context of the EU-funded Dicode project, which aims at facilitating and augmenting collaboration and decision making in data-intensive and cognitively complex settings. Whenever appropriate, Dicode builds on prominent high-performance computing paradigms and large data processing technologies to meaningfully search, analyze, and aggregate data from diverse, extremely large and rapidly evolving sources. The Dicode approach and services are fully explained and particular emphasis is placed on deepening insights regarding the exploitation of big data, as well as on collaboration and issues relating to sense-making support. Building on current advances, the solution developed in the Dicode project brings together the reasoning capabilities of both the machine and humans. It can be viewed as an innovative “workbench” incorporating and orchestrating a set of interoperable services that reduce the data intensiveness and complexity overload at critical decision points to a manageable level, thus permitting stakeholders to be more productive and effective in their work practices.
Artificial Intelligence in Education
This two-volume set LNAI 12163 and 12164 constitutes the refereed proceedings of the 21th International Conference on Artificial Intelligence in Education, AIED 2020, held in Ifrane, Morocco, in July 2020.* The 49 full papers presented together with 66 short, 4 industry & innovation, 4 doctoral consortium, and 4 workshop papers were carefully reviewed and selected from 214 submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics as well as many domain-specific areas. *The conference was held virtually due to the COVID-19 pandemic.
The Role of Communication in Learning To Model
In this book, a number of experts from various disciplines take a look at three different strands in learning to model. They examine the activity of modeling from disparate theoretical standpoints, taking into account the individual situation of the individuals involved. The chapters seek to bridge the modeling of communication and the modeling of particular scientific domains. In so doing, they seek to throw light on the educational communication that goes on in conceptual learning. Taken together, the chapters brought together in this volume illustrate the diversity and vivacity of research on a relatively neglected, yet crucially important aspect of education across disciplines: learning ...
Artificial Intelligence in Education
This two volume set LNAI 10947 and LNAI 10948 constitutes the proceedings of the 19th International Conference on Artificial Intelligence in Education, AIED 2018, held in London, UK, in June 2018.The 45 full papers presented in this book together with 76 poster papers, 11 young researchers tracks, 14 industry papers and 10 workshop papers were carefully reviewed and selected from 192 submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics as well as many domain-specific areas.
Artificial Intelligence: Methodology, Systems, and Applications
This book constitutes the refereed proceedings of the 9th International Conference on Artificial Intelligence: Methodology, Systems, and Applications, AIMSA 2000, held in Varna, Bulgaria in September 2000.The 34 revised full papers presented were carefully reviewed and selected from 60 submissions. The papers are organized in topical sections on knowledge construction, reasoning under certainty, reasoning under uncertainty, actors and agents, Web mining, natural language processing, complexity and optimization, fuzzy and neural systems, and algorithmic learning.
Artificial Intelligence in Education
This book constitutes the refereed proceedings of the 17th International Conference on Artificial Intelligence in Education, AIED 2015, held in Madrid, Spain, in June 2015. The 50 revised full papers presented together with 3 keynotes, 79 poster presentations, 13 doctoral consortium papers, 16 workshop abstracts, and 8 interactive event papers were carefully reviewed and selected from numerous submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics, as well as many domain-specific areas.
User Modeling, Adaption, and Personalization
This book constitutes the thoroughly refereed proceedings of the 21st International Conference on User Modeling, Adaption, and Personalization, held in Rome, Italy, in June 2013. The 21 long and 7 short papers of the research paper track were carefully reviewed and selected from numerous submissions. The papers cover the following topics: recommender systems, student modeling, social media and teams, human cognition, personality, privacy, web curation and user profiles, travel and mobile applications, and systems for elderly and disabled individuals.
Advances in User Modeling
This book constitutes selected papers from the lectures given at the workshops held in conjunction with the User Modeling, Adaptation and Personalization Conference, UMAP 2011, Girona, Spain, in July 2011. The 40 papers presented were carefully reviewed and selected for inclusion in this book. For each workshop there is an overview paper summarizing the workshop themes, the accepted contributions and the future research trends. In addition the volume presents a selection of the best poster papers of UMAP 2011. The workshops included are: AST, adaptive support for team collaboration; AUM, augmenting user models with real worlds experiences to enhance personalization and adaptation; DEMRA, decision making and recommendation acceptance issues in recommender systems; PALE, personalization approaches in learning environments; SASWeb, semantic adaptive social web; TRUM, trust, reputation and user modeling; UMADR, user modeling and adaptation for daily routines: providing assistance to people with special and specific needs; UMMS, user models for motivational systems: the affective and the rational routes to persuasion.
Formal Ontology in Information Systems
The complex information systems which have evolved in recent decades rely on robust and coherent representations in order to function. Such representations and associated reasoning techniques constitute the modern discipline of formal ontology, which is now applied to fields such as artificial intelligence, computational linguistics, bioinformatics, GIS, conceptual modeling, knowledge engineering, information retrieval, and the semantic web. Ontologies are increasingly employed in a number of complex real-world application domains. For instance, in biology and medicine, more and more principle-based ontologies are being developed for the description of biological and biomedical phenomena. To...
Intelligent Tutoring Systems
This book constitutes the refereed proceedings of the 12th International Conference on Intelligent Tutoring Systems, ITS 2014, held in Honolulu, HI, USA, in June 2014. The 31 revised full papers, 45 short papers and 27 posters presented were carefully viewed and selected from 177 submissions. The specific theme of the ITS 2014 conference is "Creating fertile soil for learning interactions". Besides that, the highly interdisciplinary ITS conferences bring together researchers in computer science, learning sciences, cognitive and educational psychology, sociology, cognitive science, artificial intelligence, machine learning and linguistics. The papers are organized in topical sections on affect; multimodality and metacognition; collaborative learning; data mining and student behavior; dialogue and discourse; generating hints, scaffolds and questions; game-based learning and simulation; graphical representations and learning; student strategies and problem solving; scaling ITS and assessment.
