In many logic-based BDI agent programming languages, plan selection involves inferencing over some underlying knowledge representation. While context-sensitive plan selection facilitates the development of flexible, declarative programs, the overhead of evaluating repeated queries to the agent's beliefs and goals can result in poor run time performance. In this paper we present an approach to multi-cycle query caching for logic-based BDI agent programming languages. We extend the abstract performance model presented in (Alechina et al. 2012) to quantify the costs and benefits of caching query results over multiple deliberation cycles. We also present results of experiments with prototype implementations of both single- and multi-cycle caching in three logic-based BDI agent platforms, which demonstrate that significant performance improvements are achievable in practice.

The international Multi-Agent Programming Contest (MAPC), is a community-serving effort to facilitate advances in programming multiagent systems (MAS) by (1) developing benchmark problems, (2) enabling head-to-head comparison of MAS's and (3) supporting educational efforts in the design and implementation of MAS's.

It has since been organized by the AI group at Clausthal University of Technology. MAPC is not collocated with any other event. Using our MASSim platform, the participants are running their own systems locally and only interact with the tournament server over the Internet. A steering committee oversees the whole process and determines the organization committee. The scenario changes every other year: the current one is "Agents on Mars."

This allows for supporting more adequate and accurate representations of learners, their learning goals, learning material and contexts of its use, as well as more efficient access and navigation through learning resources. The goal is to advance intelligent educational systems, so as to achieve improved e-learning efficiency, flexibility and adaptation for single users and communities of users (learners, instructors, courseware authors, and others). The special track follows the workshop series Ontologies and Semantic Web for e-Learning, which was conducted successfully from 2002-2009 at a number of different conferences. The goals of this track are to discuss the current state-of-the-art in using ontologies and semantic web technologies in e-learning applications; and to attract the interest of the related research communities to the problems in the educational social semantic web and serve as an international platform for knowledge exchange and cooperation between researchers. This special track will be of interest to researchers interested in using ontologies, semantic web and social semantic web technologies in web-based educational systems, distributed hypermedia and open hypermedia systems, as well as in web intelligence and semantic web and social semantic web engineering.

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.