The problem comes with the understanding of formal education which feels it should not leave any spare time for any activity students wish to do..

Questions To Be Raised: What do you think of Motivation and Cognitive Engagement for Students with ADHD? Could Montesorri design be sustainable with ADHD Students?

Relevance? Could it be a factor for motivation?

Canan, İbrahim and Sermin are the winners. And tea-and-toast is ready tomorrow morning.

You can take a look (a free version for teachers and parents)

I think the designers of these kind of tutors rely on some accepted design principles like representing student competence or minimize working memory load, but they also follow pedagogical guidelines which impose them to find the most appropriate ID model. Since the analogy might be taken too literally they do not prefer to build an ITS modeled on human tutors. So I think there is no specific ID model for the designers but it should be an employee rather than an employer.

LISTEN (Literacy Innovation that Speech Technology ENables) is an inter-disciplinary research project at Carnegie Mellon University to develop a novel tool to improve literacy - an automated Reading Tutor that displays stories on a computer screen, and listens to children read aloud.

In human-interaction, 55% of affective information is carried by the body whilst 38% by the voice tone and volume, and only 7% person by the words spoken [1]. Ekman [2] further suggests that non-verbal behaviours are the primary vehicles for expressing emotion. With the availability of computational power, and great advances in the fields of computer vision and speech recognition, it is now possible to create systems that can detect facial expressions, gestures and body postures from video and audio feed. Furthermore, systems that can integrate different modalities can offer powerful and much more pleasant computer experiences as they would be embracing users' natural behaviour.

In the paper it says "According to Wolcott teachers rely on nonverbal means such as eye contact, facial expressions and body language to determine the cognitive states of students, which indicate the degree of success in the instructional transaction". I really wonder what is your opinion about it and would it be succesful to implement affect recognition (after voice-recognition) in intelligent tutoring systems.

Ken Koedinger is a professor at the Human-Computer Interaction Institute at Carnegie-Mellon University. In this interview with ELI Director Malcolm Brown, Ken discusses intelligent tutoring.

Burcu, that does not mean ITS will never have the features for one to one interaction. This is a matter of time and technology. If u can read the article "Multimodal Affect Recognition in Intelligent Tutoring Systems" below ITSs have very rapid progress for interaction.

It is about the development of intelligent tutors through military implementations.

* Provide authentic context that reflect the way the knowledge will be used in real-life; * Provide authentic activities; * Provide access to expert performances and the modelling of processes; * Provide multiple roles and perspectives; * Support collaborative construction of knowledge; * Provide coaching and scaffolding at critical times; * Promote reflection to enable abstractions to be formed; * Promote articulation to enable tacit knowledge to be made explicit; * Provide for integrated assessment of learning within the tasks.

An easy SJT example for us.

Situational judgment tests:a review of recent research http://users.ugent.be/~flievens/sjtreview.pdf

SJTs have long history of being used for measuring situated cognition; they have been used from 1920's(McDaniel, et. al., 2001). Although SJT has been originated from the conception of measuring dimensions, it has been viewed as a measurement method(e.g., McDaniel, et. al., 2001; Weekly & Jones, 1999) because it has been difficult to delineate the dimensions and situations. The situations represented by scenarios in SJTs are viewed as method from psychometric sense, meaning that situation effect, scenario effect, or method effect are all interchangeable.

Canan, you are completely right about the sample SJT for situated cognition. I still try to figure out..But I can share a very easy form of SJT.

I can only see Shanghai and HK from China. Why? Why they do not have any results from the rural regions. These 2 cities have special administration and have significantly high GDP. I am not stuck with the idea of "money is everything". But it talks in many cases.

First you please...

A naval perspective of situated cognition for decision makers take the right action at the war theater.

"The retrieval of information makes that information more retrieval"

Book: Attention and Performance XVII: Cognitive Regulation of Performance: Interaction of Theory and Application