The AAAI Fall Symposium on Meta-Cognitive Educational - What are the theoretical foundations and how are they articulated Systems: One Step Forward is the second edition of the successful in CBLEs? MCES implemented as CBLEs are designed to interact with - What are the main aspects of metacognition, selfregulation users, and support their learning and decision-making processes. Can MCES actually foster they need to plan their learning activities, to adapt their learners to be self-regulating agents? How can a MCES learning strategies to meet learning goals, become aware of be autonomous and increase its knowledge to match the changing task conditions, and the dynamic aspects of the learners evolving skills and knowledge? MCES may not be embodied, prior to, during, and after they have been involved in but does it help if they act as intentional agents? the learning environment.

The Association for the Advancement of Artificial Intelligence was pleased to present the 2009 Fall Symposium Series, held Thursday through Saturday, November 5–7, at the Westin Arlington Gateway in Arlington, Virginia. The Symposium Series was preceded on Wednesday, November 4 by a one-day AI funding seminar. The titles of the seven symposia were as follows: (1) Biologically Inspired Cognitive Architectures, (2) Cognitive and Metacognitive Educational Systems, (3) Complex Adaptive Systems and the Threshold Effect: Views from the Natural and Social Sciences, (4) Manifold Learning and Its Applications, (5) Multirepresentational Architectures for Human-Level Intelligence, (6) The Uses of Computational Argumentation, and (7) Virtual Healthcare Interaction.

Series, held Thursday through Saturday, November 5-7, at he Association for the Advancement of Artificial Intelligence the Westin Arlington Gateway in Arlington, Virginia. The titles of the seven symposia were as follows: (1) Biologically Inspired Cognitive Biologically Inspired Cognitive Architectures Architectures, (2) Cognitive and Metacognitive Cognitive and Metacognitive Educational Systems Educational Systems, (3) Complex Adaptive Complex Adaptive Systems and the Threshold Effect: Views from the Natural Systems and the Threshold Effect: Views and Social Sciences from the Natural and Social Sciences, (4) Manifold Manifold Learning and Its Applications Learning and Its Applications, (5) Multirepresentational Architectures for Human-Level Multirepresentational Architectures for Human-Level Intelligence Intelligence, (6) The Uses of Computational The Uses of Computational Argumentation Argumentation, and (7) Virtual Healthcare Virtual Healthcare Interaction Interaction. An informal reception was held on Thursday, November 5. A general plenary session, in which the highlights of each symposium were presented, was held on Friday, November 6. The challenge of creating a real-life computational equivalent of the human mind requires that we better understand at a computational level how natural intelligent systems develop their cognitive and learning functions. They will behave, variety of disjoined communities and schools of learn, communicate, and "think" as conscious thought that used to speak different languages and beings in general, in addition to being able to perform ignore each other.

Artificial learning systems such as e-learning, multimedia Human or artificial tutors have to continuously and dynamically and hypermedia, and Intelligent Tutoring Systems (ITS) monitor and model all of the students activities are designed to support learning processes in order to facilitate (including problem solving processes, deployment of regulatory the acquisition, development, use, and transfer required processes, and so on), make complicated inferences to solve complex tasks. Besides their trivial duties about them, to ensure that learning is maximized. Students regarding content management, these systems have to interact and tutors need decision support capabilities in terms of social with different users, and support them with several decisional networks analysis, visualization tools of students behaviors processes. One of the most critical decisions includes in relation to the domain knowledge to be explored, those dealing with aspects of self-regulation. A paradigm shift changing task conditions, and dynamic aspects of the instructional is needed in this respect.

We have developed computer environments that support learning by teaching and the use of self regulated learning (SRL) skills through interactions with virtual agents. More specifically, students teach a computer agent, Betty, and can monitor her progress by asking her questions and getting her to take quizzes. The system provides SRL support via dialog-embedded prompts by Betty, the teachable agent, and Mr. Davis, the mentor agent. Our primary goals have been to support learning in complex science domains and facilitate development of metacognitive skills. More recently, we have also employed sequence analysis schemes and hidden Markov model (HMM) methods for assigning context to and deriving aggregated student behavior sequences from activity data. These techniques allow us to go beyond analyses of individual behaviors, instead examining how these behaviors cohere in larger patterns. We discuss the information derived from these models, and draw inferences on students’ use of self-regulated learning strategies.

The eighteenth annual International Workshop on Principles of Diagnosis was held in Nashville, Tennessee, May 29–31, 2007. Papers presented at the workshop covered a variety of theories, principles, and computational techniques for diagnosis, monitoring, testing, reconfiguration, fault-adaptive control, and repair of complex systems. This year's workshop emphasized inter-actions and exchange of ideas and experiences between researchers and practitioners whose backgrounds included AI, control theory, systems engineering, software engineering, and related areas.

The eighteenth annual International Workshop on Principles of Diagnosis was held in Nashville, Tennessee, May 29–31, 2007. Papers presented at the workshop covered a variety of theories, principles, and computational techniques for diagnosis, monitoring, testing, reconfiguration, fault-adaptive control, and repair of complex systems. This year’s workshop emphasized inter-actions and exchange of ideas and experiences between researchers and practitioners whose backgrounds included AI, control theory, systems engineering, software engineering, and related areas.