This article introduces the challenge of digital preservation in the area of engineering design and manufacturing and presents a methodology to apply knowledge representation and semantic techniques to develop Digital Engineering Archives. This work is part of an ongoing, multiuniversity, effort to create cyber infrastructure-based engineering repositories for undergraduates (CIBER-U) to support engineering design education. The technical approach is to use knowledge representation techniques to create formal models of engineering data elements, workflows and processes. With these formal engineering knowledge and processes can be captured and preserved with some guarantee of long-term interpretability. The article presents examples of how the techniques can be used to encode specific engineering information packages and workflows. These techniques are being integrated into a semantic wiki that supports the CIBER-U engineering education activities across nine universities and involving over 3500 students since 2006.

Over the past decade, we have been engaged in an extensive research effort to build virtual humans and applications that use them.  Building a virtual human might be considered the quintessential AI problem, because it brings together many of the key features, such as autonomy, natural communication, sophisticated reasoning and behavior, that distinguish AI systems.  This paper describes major virtual human systems we have built and important lessons we have learned along the way.

In particular, I will explain how the complexity scheduling, planning, graph problems, among others. The landscape differs for traditional reasoning and for query most well-known constraint satisfaction problem is propositional answering, and take a brief look at computational complexity satisfiability SAT. Of particular recent interest is satisfiability issues raised by implementations of DL query answering modulo theories (SMT), where the interpretation based on standard relational database systems. Throughout of some symbols is constrained by a background theory. For the tutorial, connections to the W3C-standard OWL are example, the theory of arithmetic restricts the interpretation drawn whenever possible. of symbols such as:,, 0, and 1. SMT draws on the most prolific problems in the past century What If You Wanted Someone (Else) to Use This?

Electronic Geometry Textbook is a knowledge management system that manages geometric textbook knowledge to enable users to construct and share dynamic geometry textbooks interactively and efficiently. Based on a knowledge base organizing and storing the knowledge represented in specific languages, the system implements interfaces for maintaining the data representing that knowledge as well as relations among those data, for automatically generating readable documents for viewing or printing, and for automatically discovering the relations among knowledge data. An interface has been developed for users to create geometry textbooks with automatic checking, in real time, of the consistency of the structure of each resulting textbook. By integrating an external geometric theorem prover and an external dynamic geometry software package, the system offers the facilities for automatically proving theorems and generating dynamic figures in the created textbooks. This paper provides a comprehensive account of the current version of Electronic Geometry Textbook.

We present in this paper an evolution of a tool from a user interface for a concrete Computer Algebra system for Algebraic Topology (the Kenzo system), to a front-end allowing the interoperability among different sources for computation and deduction. The architecture allows the system not only to interface several systems, but also to make them cooperate in shared calculations.

We mark up a corpus of LaTeX lecture notes semantically and expose them as Linked Data in XHTML+MathML+RDFa. Our application makes the resulting documents interactively browsable for students. Our ontology helps to answer queries from students and lecturers, and paves the path towards an integration of our corpus with external sites.

A key challenge for policymakers in many developing countries is to decide which intervention or collection of interventions works best to improve learning outcomes in their schools. Our aim is to develop a causal model that explains student learning outcomes in terms of observable characteristics as well as conditions and processes difficult to observe directly. We start with a theoretical model based on the results of previous research, direct experience and experts’ knowledge in the field. This model is then refined through application of supervised learning methods to available data sets. Once calibrated with local data in a country, the model estimates the probability that a given intervention would affect learning outcomes.

As educators, we have high hopes for Electronic Tangibles (ETs), we expect ETs to: Interest more students in the study of computing Broaden students' views of computing Invite non-majors to learn something about the computing Attract students to computer science as a major Help students learn about particular ETs Attract students to our classes by incorporating a flashy ET in the course material Improve student understanding of some difficult topics Maintain student interest throughout the class However some important questions arise: Can we and should we extend these benefits throughout the K-20 curriculum? And if we can't, are we guilty of bait-and-switch?

There is a wealth of information on the Web about any number of topics. Many communities in developing regions are often interested in information relating to specific topics. For example, health workers are interested in specific medical information regarding epidemic diseases in their region while teachers and students are interested in educational information relating to their curriculum. This paper presents the design of Contextual Information Portals, searchable information portals that contain a vertical slice of the Web about arbitrary topics tailored to a specific context. Contextual portals are particularly useful for communities that lack Internet or Web access or in regions with very poor network connectivity. This paper outlines the design space for constructing contextual information portals and describes the key technical challenges involved. We have implemented a proof-of-concept of our ideas, and performed an initial evaluation on a variety of topics relating to epidemiology, agriculture, and education.

There is little doubt that the use of robots in introductory classes is an effective way to spark an initial interest in Computer Science and recruit students into our classes, and subsequently recruit some of them as Computer Science majors. But when the semester is over, the vast majority of our students are unlikely to see robots in the classroom again until they take advanced courses in AI or Robotics. It is time for those of us who are proponents of the use of robots in Introductory Computer Science to start thinking seriously about how we are using robots in our classes, and how to sustain the interest and enthusiasm of our students as they move on to more traditional courses. While the focus of this paper is on the use of robots in Introductory Computer Science courses, my goal is to initiate a more general discussion on the use of any sort of cool new technology (tangible or not) into both undergraduate and K-12 education. These technologies successfully attract students to study subjects that we ourselves are deeply engaged in. But we need to discuss as a community what happens when our individual classes conclude and the rest of their studies commence.