Design-based learning (DBL) has many affordances for promoting deep and lasting learning of both content and complex skills. However, careful orchestration and scaffolding are usually needed to achieve its full potential. In this paper, we describe our efforts at implementing a software suite to meet the cognitive and meta-cognitive needs of learners engaged in DBL. In Study 1, our software suite gave learners the opportunity to design in simulation, to run experiments to learn the effects of variables, and it scaffolded science explanation construction. Through our analysis of study 1 we identified both cognitive and metacognitive needs that the software did not provide for. To meet these additional requirements, we added an interactive science resource and a case library to the software to provide multi-representational content material, to facilitate exploration, and to invite metacognitive reflection needed to do well at learning through design. Learners recognized what they did not understand, took initiative to explore those science concepts, and applied them in novel ways. We present here our analysis of the kinds of metacognitive help learners need to productively learn from design activities and some ways of providing that help. Our conclusion is that cognitive aid without related metacognitive aid is insufficient in a DBL environment.

The web forum is a key tool in the building of new knowledge among students in Learning Management Systems. Students’ posted messages, in fact, build up a relationship network which supports a collaborative reflection about the forum topic. In this network two interaction levels can be distinguished. The former is the interaction between peers (the students), the latter between students and instructors (teachers and tutors). The role of the second interaction is particularly important as a feedback mechanism in the discussion dynamic but it is subjected to two kinds of limitations. The first one is the huge number of messages that makes difficult, for tutors and teachers, to quickly evaluate the progress of their students and the second one is the subjective bias of the tutors that influence the evaluation. In order to limit these two inefficiencies a multiagent system can be used to monitor such evolution and recognize the state in which the forum is. Such system is based on metrics derived from the textual and social network analysis that, feeding a rule engine, gives the instructor a more objective view of the forum evolution.

Learning about complex and challenging science topics with advanced learning technologies requires students to regulate their learning. The deployment of key cognitive and metacognitive regulatory processes is key to enhancing learning in open-ended learning environments such as hypermedia. In this paper, we propose a metaphor—Computers as MetaCognitive tools—to characterize the complex nature of the learning context, self- regulatory processes, task conditions, and features of advanced learning technologies. We briefly outline the theoretical and conceptual assumptions of self-regulated learning (SRL) underlying MetaTutor, a hypermedia environment designed to train and foster students’ SRL processes in biology. Lastly, we provide preliminary learning outcome and SRL process data on the deployment of SRL processes during learning with MetaTutor.

Individuals with high-functioning autism spectrum disorders (HFASD) have very individualistic needs, abilities, and are surrounded by very different social contexts. Consequently, special education and therapeutic interventions often need to be adapted to a particular individual. We are interested in developing systems that can help adolescents with HFASD rehearse and learn social skills with reduced aide from parents, guardians, teachers, and therapists. We describe a social skill learning game that utilizes social scenarios. Because of the individualistic needs and abilities of our target users, we describe ongoing work on AI to assist caregivers with the authoring of tailored social scenarios.

Formal and computational models of argument are ideally suited for education in ill-defined domains such as law, public policy, and science.  Open-ended arguments play a central role in these areas but students of the domains may not have been taught an explicit model of argument.  Computational models of argument may be ideally suited to act as argument tutors guiding students in the formation of arguments and argument analysis according to an explicit model.  In order to achieve this it is important to establish that the models can be understood and evaluated reliably, an empirical question.  In this paper we report ongoing work on the diagnostic utility of argument diagrams produced in the LARGO tutoring system.

Face recognition under variable lighting conditions is recognized as one of the most problematic are of the recognition domain by various authors. Previous work suggested that image variations caused by parameters such as illumination, can be modeled by low dimensional subspaces. In this work, we propose a new scheme for recognition under a single variation. Using a generic manifold learning technique like LPP, we are able to construct coordinate systems for the underlying subspace with the help of an optimization step. We performed experiments with face recognition under changing illumination conditions.

Modern mobile robots navigate uncertain environments using complex compositions of camera, laser, and sonar sensor data. Manual calibration of these sensors is a tedious process that involves determining sensor behavior, geometry and location through model specification and system identification. Instead, we seek to automate the construction of sensor model geometry by mining uninterpreted sensor streams for regularities. Manifold learning methods are powerful techniques for deriving sensor structure from streams of sensor data. In recent years, the proliferation of manifold learning algorithms has led to a variety of choices for autonomously generating models of sensor geometry. We present a series of comparisons between different manifold learning methods for discovering sensor geometry for the specific case of a mobile robot with a variety of sensors. We also explore the effect of control laws and sensor boundary size on the efficacy of manifold learning approaches. We find that "motor babbling" control laws generate better geometric sensor maps than mid-line or wall following control laws and identify a novel method for distinguishing boundary sensor elements. We also present a new learning method, sensorimotor embedding, that takes advantage of the controllable nature of robots to build sensor maps.

We present an interactive learning method that enables a user to iteratively refine a regression model. The user examines the output of the model, visualized as the vertical axis of a 2D scatterplot, and provides corrections by repositioning individual data points to the correct output level. Each repositioned data point acts as a control point for altering the learned model, using the geometry underlying the data. We capture the underlying structure of the data as a manifold, on which we compute a set of basis functions as the foundation for learning. Our results show that manifold-based interactive learning achieves dramatic improvement over alternative approaches.

Some proteins, such as homeodomain transcription factors, contain highly conserved regions of sequence that cannot be attributed to the constrains imposed by any single function. It has recently been suggested that multiple conserved functional domains overlap and together explain the high conservation of these regions. However, because these highly conserved domains are part of much larger proteins, we are still left with the question why so many functional domains cluster together. Here we have modeled an evolutionary mechanism that can produce this kind of clustering. Due to adaptive competition between different protein functions for control over amino acid residue identity, conserved functional domains get displaced from regions undergoing adaptive evolution. At first they undergo a steady random walk within the sequence for an indefinite amount of time; however, a threshold is reached when two functional domains happen to come into contact, at which point there is a dramatic shift in the adaptive dynamics such that the domains rapidly converge, lengthen, and evolve overlap — stabilizing at a fully overlapped state. We also studied the evolution of single amino acid tandem repeats (a.k.a. homopeptides), which are especially prevalent in transcription factors. Homopeptides that are encoded by nonhomogenous mixtures of synonymous codons cannot be explained by the neutral process of replication slippage. Our model provides two ways to explain the origin and maintenance of such repeats, and their over-representation in highly conserved proteins: competition between multiple functional domains for space within a sequence, or reuse of a sequence for many functions over time. Both processes depend on reaching certain critical thresholds, however they both deterministically cause the evolution of repeats once these thresholds are reached. Further, both of these processes are characteristic of multi-functional proteins such as homeodomain transcription factors. We conclude that our model can explain two widely recognized features of transcription factor proteins: conserved domains and a tendency to accumulate homopeptides.

Issues concerning students involved with online learning paths, that need to be faced by e-Tutors on their day-to-day activity, most often than not fall into known pedagogical patterns - that are problems and difficulties already occurred in the past and dealt with. These pedagogical patterns belong to e-Tutors' know-how and experience and their resolution are frequently a matter of activating routine processes or giving  pre-factored answers; nevertheless statistical data indicates that these issues consume a considerable slice of tutors' time. While a portion of the scientific community is still devoting much effort in developing artificial tutoring systems - by deploying AI/MAS-enabled technologies - the solution being investigated by our team focuses on enhancing already-available, open source LMS by implementing a general-purpose tracking and monitoring toolkit able to support e-Tutors in recognizing and dealing with pedagogical patterns stored into a decentralised Knowledge Base. The system architecture is designed to house multiple platforms (only one adapter interface needs to be written for each LMS) and is able to perform real-time, as well as scheduled, data collection by means of Jade-based agents and schedulers.  Information obtained from the processed data is then returned to the platform via web services and specific interfaces (instant messaging chatbot). The first deployed prototype is currently being experimented in adult higher education learning paths and is able to track student activity, forum readings and writings and offers a basic chat-based help interface. Our aim is to turn a standard LMS into a knowledge aggregator where information about its users, its contents and interactions between the two can be mined via Knowledge Services; resulting data could then be used to refine users' and groups' profiles, to monitor learners' deviance from expected learning path, and ultimately to adjust the applied pedagogical model.