scholarly journals Learning from human teachers with Socially Guided Exploration

Author(s):  
Cynthia Breazeal ◽  
Andrea L. Thomaz
2021 ◽  
Vol 5 (EICS) ◽  
pp. 1-34
Author(s):  
Markus Weninger ◽  
Elias Gander ◽  
Hanspeter Mössenböck

Many monitoring tools that help developers in analyzing the run-time behavior of their applications share a common shortcoming: they require their users to have a fair amount of experience in monitoring applications to understand the used terminology and the available analysis features. Consequently, novice users who lack this knowledge often struggle to use these tools efficiently. In this paper, we introduce the guided exploration (GE) method that aims to make interactive monitoring tools easier to use and learn. In general, tools that implement GE should provide four support operations on each analysis step: they should automatically (1) detect and (2) highlight the most important information on the screen, (3) explain why it is important, and (4) suggest which next steps are appropriate. This way, tools guide users through their analysis processes, helping them to explore the root cause of a problem. At the same time, users learn the capabilities of the tool and how to use them efficiently. We show how GE can be implemented in new monitoring tools as well as how it can be integrated into existing ones. To demonstrate GE's feasibility and usefulness, we present how we extended the memory monitoring tool AntTracks to provided guided exploration support during memory leak analysis and memory churn analysis. We use these guidances in two user scenarios to inspect and improve the memory behavior of the monitored applications. We hope that our contribution will help usability researchers and developers in making monitoring tools more novice-friendly by improving their usability and learnability.


2021 ◽  
Vol 14 (7) ◽  
pp. e241972
Author(s):  
Khushboo Chauhan ◽  
Tanya Sharma ◽  
Bhavana Sharma ◽  
Samendra Karkhur

A 37-year-old Indian female presented with forward protrusion of left eye for one week, associated with progressive diminution of vision. The patient had undergone sinus surgery for nasal polyposis a year ago. On examination, there was severe proptosis and limitation of extraocular movements in all gazes. CT-scan revealed a heterogeneous expansile mass, arising from left fronto-ethmoidal sinus, infiltrating left orbit. MRI showed T2-hyperintense, peripherally enhancing areas in bilateral nasal cavity (right >left), bilateral ethmoidal sinuses and frontal, sphenoidal and maxillary sinuses. Otorhinolaryngology consultation was sought and in view of vision threatening proptosis — with likely orbital compartment syndrome — emergent endoscopic guided exploration and orbital decompression was undertaken. Rapid relief of signs and symptoms was achieved, with normal vision, extraocular movements and resolution of proptosis. Cytology and microbiology ruled out infectious or malignant aetiology and helped in resolving a diagnostic dilemma. Histopathology confirmed the diagnosis of mucopyocele and follow-up period was uneventful.


Author(s):  
Disa Evawani Lestari

<p>Along the era of rapid technology advancement on the performance of <em>Artificial I</em></p><p>Along with the era of rapid technology advancement on the performance of <em>Artificial Intelligence</em> (henceforth AI), there have been intense discussions and debates among educationists about the future of human teachers and AI teachers. When information can be accessed easily amidst the rapid development of online learning, it is intriguing to listen to students’ perspectives on the roles they expect from their teachers, especially in learning English subjects, when abundant resources are available and accessible online within their fingertips in social media platforms and online learning websites. In short, to identify what cannot be fulfilled online. To serve that purpose, 160 students from a private university in Indonesia were recruited as research participants. They are from 16 different study programs recruited as participants through a purposive sampling method to see if findings are bound to study program types. Data were collected through an online questionnaire and an interview. The results indicated that the students perceive their teachers as someone to guide their learning by providing good online resources and immediate feedback rather than expecting their teachers to be a content expert or to have a linguistic performance like native teachers.</p>


2012 ◽  
Vol 106 (2) ◽  
pp. 150-155
Author(s):  
Dick J. Smith ◽  
Eric F. Errthum

Many mathematics instructors attempt to insert guided exploration into their courses. However, exploration tasks frequently come across to students as contrived, pertinent only to the most recently covered section of the textbook. In addition, students usually assume that the teacher already knows the answers to these explorations.


2021 ◽  
Author(s):  
Jingmei Hu ◽  
Priyan Vaithilingam ◽  
Stephen Chong ◽  
Margo Seltzer ◽  
Elena L. Glassman
Keyword(s):  

2015 ◽  
pp. 583-612
Author(s):  
Adéle Botha

Practitioners and interaction designers cannot design, much less control, the Mobile User Experience. They can, however, design for an enhanced Mobile User Experience. This chapter aims to advance the understanding of Mobile User Experience in goal-orientated interactions by identifying the components that would inform the interaction. These identified components are underpinned by Mobile User Experience factors and the impact they will have on the interaction. Together these components and Mobile User Experience factors contribute towards the initial development of a theoretical understanding that, through a subsequent guided exploration, led to the development of a coherent framework that would enable the appropriate development of services and technology for the enhancement of the Mobile User Experience in goal orientated interactions.


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