We present a new algorithm for efficient learning of regular languages from examples and queries. A reliable teacher who knows the unknown regular grammar G (or is able to determine if certain strings are accepted by the grammar) will guide the learner in achieving the goal of inferring an equivalent grammar $\mbox{G}^{*}$. The teacher provides the learner with a structurally complete set of po...

We present a technique and an accompanying tool that learns guarded affine functions. In our setting, a teacher starts with a guarded affine function and the learner learns this function using equivalence queries only. In each round, the teacher examines the current hypothesis of the learner and gives a counter-example in terms of an input-output pair where the hypothesis differs from the targe...

Students often turn to their peers for help in order to learn a new concept or lesson introduced by a teacher in class. This establishes roles of tutor and learner between students, which can also reverse depending on the subject, with the teacher as a third-party mediator. This paper discusses our design of a distributed software system architecture that seeks to harness the tutorlearner relat...

the present research aimed at investigating the interaction of the classroom talk to have a better understanding of the teachers’ practice teaching which can pave the way for reflection on teaching. the study benefitted from conversation analytic perspective to qualitatively and interpretively examine the classroom discourse of the teacher-learner interaction. the classroom talk was analyzed th...

Traditional active learning allows a (machine) learner to query the (human) teacher for labels on examples it finds confusing. The teacher then provides a label for only that instance. This is quite restrictive. In this paper, we propose a learning paradigm in which the learner communicates its belief (i.e. predicted label) about the actively chosen example to the teacher. The teacher then conf...

Approach Increase Student Achievement? teaching styles (teacher-centered instruction versus student-centered instruction) and examined whether teaching. I believe that student-centered learning arose in reaction to this scenario. Students who went It's a blend of both Teacher-and Student-centered approaches. Others argue that learner-centered is idealistic, unrealistic, and irresponsible. While...

Learner autonomy (LA) has always been a controversial issue among applied linguists. Several studies have been carried out to investigate the teachers' and learners' perceptions of learner autonomy as well as the feasibility of learner autonomy. Despite the importance of learner autonomy and the existence of several related studies, the challenges in promoting LA in Iranian institutes to the re...

Sharing a common context of perception is a prerequisite in order for several agents to develop a common understanding of a language. We propose a method, based on a simple imitative strategy, for transmitting a vocabulary from a teacher agent to a learner agent. A learner robot follows and thus implicitly imitates the movements of a teacher robot. While bounded by mutual following, learner and...