INNOVATIVE METHODS OF DEVELOPMENT OF HEALTH-PRESERVING COMPETENCE OF FUTURE BACHELORS IN PHYSICAL THERAPY

The article represents methodical and practical aspects of the problem of development of health-preserving competence of future bachelors in physical therapy, characterizing the content and methods of pedagogical activity during studying professional disciplines. The value principles and social dimensions of the problem of designing and application of innovative teaching methods in higher education are analyzed. The thematic blocks of classes in the content of professional disciplines of future bachelors in physical therapy are characterized according to the purpose - formation of health-preserving competence of future bachelors in physical therapy. Peculiarities of innovative methods application of teaching professional disciplines in health-preserving competence development of future bachelors in physical therapy are revealed. Innovative methods of teaching professional disciplines are classified into three major groups depending on the learning objectives, expected results and features of the educational activities organization (dialogue, game and practice-oriented). The content and goals of each group of methods are determined, examples of their application in the professional training practice are given. The conclusion is formulated that the division of methods into dialogue, game and practice-oriented is conditional because each method presented can potentially solve integrated problems and functions. Their effectiveness depends on the teacher's facilitation of learning and youths’ development.

EVA 2.0: Emotional and rational multimodal argumentation between virtual agents

Persuasive argumentation depends on multiple aspects, which include not only the content of the individual arguments, but also the way they are presented. The presentation of arguments is crucial – in particular in the context of dialogical argumentation. However, the effects of different discussion styles on the listener are hard to isolate in human dialogues. In order to demonstrate and investigate various styles of argumentation, we propose a multi-agent system in which different aspects of persuasion can be modelled and investigated separately. Our system utilizes argument structures extracted from text-based reviews for which a minimal bias of the user can be assumed. The persuasive dialogue is modelled as a dialogue game for argumentation that was motivated by the objective to enable both natural and flexible interactions between the agents. In order to support a comparison of factual against affective persuasion approaches, we implemented two fundamentally different strategies for both agents: The logical policy utilizes deep Reinforcement Learning in a multi-agent setup to optimize the strategy with respect to the game formalism and the available argument. In contrast, the emotional policy selects the next move in compliance with an agent emotion that is adapted to user feedback to persuade on an emotional level. The resulting interaction is presented to the user via virtual avatars and can be rated through an intuitive interface.

University students’ behavioral culture development by means of personality-oriented education technologies

The paper substantiates that one of the ways to solve the problem of university students behavioral culture development is to use technologies of personality-oriented education. The specificity of actions-words and deeds-actions in human behavior is indicated. The distinction between the action-operation (considered without regard to its moral and moral significance) and the action-action (considered from the point of view of moral and moral value) is revealed. It justifies the effectiveness of technologies of personality-oriented education to form a culture of student behavior through an appeal to the main provisions of the paradigm of personality-oriented education: a statement on the values of personality-oriented education (personality, culture, creativity), a statement on the goal of a personality-oriented education (education of a culture person whose natural, social and cultural essence is interrelated); position about the functions of personality-oriented education (humanitarian, cultural, integrating). The specificity of personality-oriented education is shown. The triad Task - Dialogue - Game is considered as a base of technologies of personality-oriented education. The author gives examples of games built using the technologies of personality-oriented education and contributing to students behavioral culture development (the game Verbal behavior (confident, uncertain and rude); the game Non-verbal forms of confident, uncertain, rude behavior; the game Self-esteem; discussion game Be able to feel a person next to you; a game-metaphor, a game of self-criticism, a game - the choice of tactics).

Dialogical logic

Dialogical logic characterizes logical constants (such as ‘and’, ‘or’, ‘for all’) by their use in a critical dialogue between two parties: a proponent who has asserted a thesis and an opponent who challenges it. For each logical constant, a rule specifies how to challenge a statement that displays the corresponding logical form, and how to respond to such a challenge. These rules are incorporated into systems of regimented dialogue that are games in the game-theoretical sense. Dialogical concepts of logical consequence can then be based upon the concept of a winning strategy in a (formal) dialogue game: B is a logical consequence of A if and only if there is a winning strategy for the proponent of B against any opponent who is willing to concede A. But it should be stressed that there are several plausible (and non-equivalent) ways to draw up the rules.

Playing Lorenzen Dialogue Games on the Web

We announce an interactive website for exploring logic with the help of Lorenzen dialogue games. The site allows one to play concrete dialogue games and compute winning plays and winning strategies from initial segments of such games. A variety of dialogue rule sets are available, allowing one to explore different logics through a uniform framework. We have also implemented several formula translations, so that one can explore how games vary as one changes the initial formula of a dialogue game, and we consider some heuristics for computing winning plays and winning strategies.

A Conventional Dialogue Model Based on Dialogue Patterns

Our work aims at designing a dialogue manager dedicated to agents that interact with humans. In this article, we investigate how dialogue patterns at the dialogue act level extracted from Human-Human interactions can be fruitfully used by a software agent to interact with a human.We show how these patterns can be leveraged via a dialogue game structure in order to benefit to the dialogue management process of an agent. We describe how empirically specified dialogue games can be employed on both interpretative and generative levels of dialogue management. We present Dogma, an open-source module that can be used by an agent to manage its conventional communicative behaviour. We show that our library of dialogue games can be used into Dogma to generate fragments of dialogue that are strongly coherent from a human perspective.