LiTS - Light Tutoring Systems
LiTS is a project for the development of software. It aims to build and evaluate a software prototype of a Light Tutoring System (LiTS).
Learning processes which completion is believed to be well assessed by multiple-choice tests are the target domain of application for LiTS. A LiTS is envisaged to feature a unified set of software tools to set up a course. The course should be set up by stating a course description. In stating the course description, the course's designer assumes a conceptual framework characterised as:
- The knowledge domain of the course will be partitioned into a set of nodes endowed with a relation of learning precedence among nodes; the result is an acyclic graph, or DAG; each node represents a “chunk” of knowledge that the learner is supposed to learn in an “atomic learning act”.
- For each node the designer will provide:
o A presentation of the node.
o A set of conditionally enabled initial learning procedures for the node; a learning procedure is open in content in the sense that it must be understood as a set or sequence of things for the learner to do, not necessarily just to access on-line content.
o A set of sequences of questions, each can be answered through multiple choice, together with the correct pattern of answer for each sequence.
o For each ‘wrong’ answer (or for answer patterns containing “wrong” answers), an error driven learning procedure and / or a (different) selection of initial learning procedure; the default for an error driven learning procedure will be to elicit a contradiction from the false sentence implied by the answer.
The LiTS team (as of Sep 06)
Resources for LiTS
The best description of LiTS available is in the LiTS Proposal for R&D Projects, submitted to FCT - the Portuguese Foundation for Science and Technology.
Recent papers:
Garrido, P., (2004) A Learning-Oriented Knowledge Representation for Teaching Interfaces, Proceedings of the IEEE Systems, Man and Cybernetics Conference 2004 (The Hague, Netherlands) http://hdl.handle.net/1822/6086
Carvalho, A. A. A. e Pereira, V. (2004). A Web-based learning platform to promote cognitive flexibility through deconstruction and reflection. In J. Nall & R. Robson (eds), E-Learn 2004 –World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Norfolk, VA: Association for the Advancement of Computing in Education, 1120-1126.
Carvalho, A. A. A.; Pinto, C. S. e Monteiro, P. (2002). FleXml: an integrated distance learning tool to improve cognitive flexibility. In J. A. Carvalho, A. Hubler e A. A. Baptista (eds), Proceedings of the 6th International ICCC/IFIP Conference on Electronic Publishing, Berlin: VWF, 115-124.
Carvalho, A. A. A. (2004). Avaliar a Usabilidade da Plataforma FleXml: descrição dos testes realizados com utilizadores. In Ximena Barrientos (ed), Actas do VII Congreso Iberoamericano de Informática Educativa. Monterrey: Universidad de Monterrey, 197-206.
Pedrosa, R.; Valente, J.; Rocha, F.; Carvalho, A. A. A. (2005). Modelo de Aprendizagem Contextual Online: uma proposta. In A. Mendes, I. Pereira e R. Costa (eds), Simpósio Internacional de Informática Educativa. Leiria: Escola Superior de Educação de Leiria, 257-262.
Other papers:
Garrido, P., (2002). Question-Based Learning in Computer. Technical Report TR-12/2002, Centro de Investigação Algoritmi, Universidade do Minho, 2002.
Carvalho, A. A. A. (2001). Usability Testing of Educational Software: methods, techniques and evaluators. Actas do 3º Simpósio Internacional de Informática Educativa. Escola Superior de Educação, Instituto Superior Politécnico de Viseu: CD-ROM [ISBN 972-98523-4-0], 139-148.
Carvalho, A. A. A. (2002). Testes de Usabilidade: exigência supérflua ou necessidade? Actas do 5º Congresso da Sociedade Portuguesa das Ciências da Educação. Lisboa: Sociedade Portuguesa de Ciências da Educação, 235-242.
Page last updated: 8 October 2006