Teaching as Dialog Between Interlocutors
نویسندگان
چکیده
منابع مشابه
Teaching Task Flow Through Dialog and Observation
In order for robots to act as valuable assistants for non-expert users, they need to be able to learn new abilities and do so through natural methods of communication. Furthermore, it is often desirable that tasks be learned quickly without having to provide multiple demonstrations. Training should also be conducted so that the user has a clear understanding of the manner in which environmental...
متن کاملTeaching Tactics and Dialog in AutoTutor
The Tutoring Research Group at the University of Memphis has developed a computer tutor (called AutoTutor) that simulates the discourse patterns and pedagogical strategies of a typical human tutor. The dialog tactics were based on a previous project that dissected 100 hours of naturalistic tutoring sessions. AutoTutor is currently targeted for college students in introductory computer literacy ...
متن کاملDialog as a Game
We describe a technique to manage pre-written lines of dialog by treating a conversation as a game. Thinking of conversation as a game means structuring it as a series of moves, made according to rules, with some sort of score. Speakers in our system converse by participating in short dialog trees, and make “moves” by negotiating transitions between trees. Speakers have internal state variables...
متن کاملDemonstration of interactive dialog teaching for learning a practical end-to-end dialog manager
This is a demonstration of a platform for building practical, task-oriented, end-to-end dialog systems. Whereas traditional dialog systems consists of a pipeline of components such as intent detection, state tracking, and action selection, an endto-end dialog system is driven by a machine learning model which takes observable dialog history as input, and directly outputs a distribution over dia...
متن کاملAre Interlocutors as Sensitive to Over-informativeness as they are to Under-informativeness?
Research by Engelhardt, Bailey and Ferreira (2006) suggests that speakers avoid under-informativeness and listeners penalise it, but that neither of these behaviours apply to overinformativeness. We argue that what may appear as lack of sensitivity to over-informativeness is in fact preference for information that, even though it is not contributing to the unique identification of a referent, i...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: International Journal for Innovation Education and Research
سال: 2019
ISSN: 2411-2933,2411-3123
DOI: 10.31686/ijier.vol7.iss7.1634