We call a learner super-teachable if a teacher can trim down an iid training set while making the learner learn even better. We provide sharp superteaching guarantees on two learners: the maximum likelihood estimator for the mean of a Gaussian, and the large margin classifier in 1D. For general learners, we provide a mixed-integer nonlinear programming-based algorithm to find a super teaching s...

The International Forum of Educational Technology and Society (IFETS) hosted an online discussion about the potential for the development and widespread implementation of a technology -based learner interface. The following is a summary of the discussion, which took place from October 23 to November 9, 2000 on the IFETS listserv. This was an open forum with participant's backgrounds ranging fro...

Teaching with evaluative feedback involves expectations about how a learner will interpret rewards and punishments. We formalize two hypotheses of how a teacher implicitly expects a learner to interpret feedback – a reward-maximizing model based on standard reinforcement learning and an action-feedback model based on research on communicative intent – and describe a virtual animal-training task...

In supervised learning we typically assume that training and test samples are drawn from the same IID distribution. In this paradigm the learner is passive and has no effect on the information it receives. In the query paradigm, the learner is given the power to ask questions. We will ask the question what does the learner gain from this additional power? The selective sampling paradigm that we...

OBJECTIVES Feedback should facilitate learning, but within medical education it often fails to deliver on its promise. To better understand why feedback is challenging, we explored the unique perspectives of doctors who had also trained extensively in sport or music, aiming to: (i) distinguish the elements of the response to feedback that are determined by the individual learner from those dete...

This paper presents the multimedia product for teaching Natural Sciences to 10-12 years old children. In this product three pedagogical agents, Teacher and two pupils guide the learner through the virtual environment. The inclusion of a team of pedagogical agents permits us to create a micro-model of lesson activity and gives a reliable support of individual learner differences. The script-base...

In the classic educational context, observing and identifying learner’s emotional response allow the teacher to adapt the lesson, with the aim of improving the quality of the learning process. In computer environment, Intelligent Tutoring Systems (ITS) should consider relationships between emotion, cognition and action in order to improve the interaction with the learner. Hence, inspired by cog...

............................................................................................................................. 3 1 The Learner............................................................................................................... 3 1.1 Cognitive style ................................................................................................... 3 1.1.1 Witkin’s Field...

The effective implementation of Massively Open Online Courses poses fascinating challenges. We address two such challenges using an agent based approach, employing formal specifications to articulate an agent design which can later be used for software development. The challenges addressed are: 1) How can a learner be provided with a personalised learning experience? 2) How can a learner make b...