To assist scientists in data analysis tasks, we have developed semantic workflow representations that support automatic constraint propagation and reasoning algorithms to manage constraints among the individual workflow steps. Semantic constraints can be used to represent requirements of input datasets as well as best practices for the method represented in a workflow. We demonstrate how the Wings workflow system uses semantic workflows to assist users in creating workflows while validating that the workflows comply with the requirements of the software components and datasets. Wings reasons over semantic workflow representations that consist of both a traditional dataflow graph as well as a network of constraints on the data and components of the workflow.

But moreover, the implicit nature Metacognitive activity is a core aspect of many multifaceted of metacognitive activities makes the goal of supporting practices, but supporting such activity in educational contexts metacognition perhaps an even larger challenge. When we is a complex endeavor. One example of such a practice think about the two major learning goals described above includes the substantive inquiry practices that different in the science inquiry example and other learning goals educational policy groups (for example, National Research put forth in many educational policies, we can the central Council 2000) recommend for K-12 student curricula, including challenge that we want to address with metacognitive support: those practices that involve more authentic types of (1) supporting novice learners to mindfully engage in scientific inquiry along with online inquiry activities that incorporate the metacognitive activity necessary to successfully participate a growing number of digital libraries and other in complex, multifaceted practices, and (2) supporting information resources. There are many characterizations novice learners to learn good metacognitive practiceswhat of inquiry, but we can succinctly describe inquiry as a set metacognitive activities are, why they are important, and of activities that involve: (1) asking and developing questions how to engage in them. Supporting metacognition is vital to investigate; (2) searching for and gathering relevant to essentially help make these implicit activities more explicit data and information; (3) reading, evaluating, and analyzing to learners, yet we continue to see how difficult it is to the gathered data and information; and (4) synthesizing provide such support.

Successful learning with advanced learning technologies is based on the premise that learners adaptively regulate their cognitive and metacognitive behaviors during learning. However, there is abundant empirical evidence that suggests that learners typically do not adaptively modify their behavior, thus suggesting that they engage in what is called dysregulated behavior. Dysregulated learning is a new term that is used to describe a class of behaviors that learners use that lead to minimal learning. Examples of dysregulated learning include failures to: (1) encode contextual demands, (2) deploy effective learning strategies, (3) modify and update internal standards, (4) deal with the dynamic nature of the task, (5) metacognitive monitor the use of strategies and repeatedly make accurate metacognitive judgments, and (6) intelligently adapt behavior during learning so as to maximize learning and understanding of the instructional material. Understanding behaviors associated with dysregulated learning is critical since it has implications for determining what they are, when they occur, how often they occur, and how they can be corrected during learning.

A seminal study conducted by Greene, Bolick, and Robertson (2010) showed that learners do not always engage in appropriate metacognitive and self-regulatory processes while learning about history. However, little research exists to guide the design of technology-rich learning environments (TRLEs) as metacognitive tools in social sciences education. In order to address this issue, we designed a metacognitive tool using a bottom-up approach (Poitras, 2010; Poitras, Lajoie, & Hong, in prep). Thirty-two undergraduate students read an historical narrative text either with or without the benefit of the metacognitive tool. Results from process and product data suggest that learners had better recall because the metacognitive tool assisted learners to (a) notice that particular events are unexplained in the circumstances described in an historical narrative text, and (b) generate hypothetical causes to explain the occurrence of such events. We discuss the implications of these findings for the development of the MetaHistoReasoning Tool, a TRLE that assists learners’ historical reasoning while they accomplish authentic tasks of historical inquiry.

Our learning by teaching environment has students take on the role and responsibilities of a teacher to a virtual student named Betty. The environment is structured so that successfully instructing their teachable agent requires the students to learn and understand science topics for themselves. This process is supported by adaptive scaffolding and feedback from the system. This feedback is instantiated through the interactions with the teachable agent and a mentor agent, named Mr. Davis. This paper provides an overview of two studies that were conducted with 5th grade science students and a description of the analysis techniques that we have developed for interpreting students’ activities in this learning environment.

Despite efforts to build robust vision systems, robots in new environments inevitably encounter new objects. Traditional supervised learning requires gathering and annotating sampleimages in the environment, usually in the form of bounding boxes or segmentations. This training interface takes some experience to do correctly and is quite tedious. We report work in progress on a robotic dialog system to learn names and attributes of objects through spoken interaction with a human teacher. The robot and human play a variant of the children’s games “I Spy” and “20 Questions”. In our game, the human places objects of interest in front of the robot, then picks an object in her head. The robot asks a series of natural language questions about the target object, with the goal of pointing at the correct object while asking a minimum number of questions. The questions range from attributes such as color (“Is it red?”) to category questions (“Is it a cup?”). The robot selects questions to ask based on an information gain criteria, seeking to minimize the entropy of the visual model given the answer to the question.

We propose a collaborative approach to the issue of resource creation for commonsense computing by developing a collaboratory application aimed at children. Human validation is enabled through a game-with-a-purpose (GWAP) interface, gathering reliability judgements of assertions that can be used to aid the process of resource validation. Our experiments confirm that children aged 10 to 12 can be valuable and reliable partners in building commonsense databases, due to their stage of mental development and their eagerness to play GWAPs. Results show that children adapt their word choice in the assertions they provide to the difficulty level of the stimuli words, and that the judgements gathered through in-game validation can help to validate about 30% of the gathered statements automatically.

This paper presents our work in developing a commonsense knowledge source based on semantic concepts about objects, activities and their relationships in a child’s daily life. This commonsense ontology is then used by our automatic story generator to output children's stories of the fable form from a given input picture. The generated story is a narration of the events of a basic plot that flows from negative to positive (rule violation to value acquisition), using themes that are familiar to children. The paper ends with descriptions of further investigations that are underway to extend the system, including using a formal upper ontology to represent storytelling knowledge, and the generation of stories from a given set of sequential scenes.

In order to understand the role of metacognition and self-regulation in student learning, 35 college students were asked to solve problems in college linear algebra and in remedial math using Cognitive Constructor. Results reveal the predominance of forward chaining in problem solving.

Meta-cognitive skills to be developed in learning for the 21st century is the detection and correction of errors in solutions. These meta-cognitive skills can help to detect errors the learner has made her/himself as well as errors others have made. Our investigations in learning from errors have the ultimate goal to adapt the selection and presentation to the learner so that he/she can better learn from erroneous examples others have made. In our experiments we found that (1) erroneous examples with help provision can promote students skill of find errors, (2) the benefit from erroneous examples depends on the relation between the student's level and the example's difficulty, i.e. if the student is prepared for the problem, (3) for many students it is very difficult to correct errors.