Publikationen

This paper presents the novel use of storyboards for composing, organizing and visualizing tactical agents designed to serve as computer generated forces. These tactical agents represent enemy forces that ac and react to trainee actions and are specifically used here to populate military training scenarios. The tactical agents are based on the Context-based Reasoning human behavior representation paradigm. This application of storyboards facilitates the use and visualization of the contextual elements that make up the composed agents. The use of the approach is described and an informal qualitative evaluation is conducted.

The paper deals with modeling, processing, evaluating and refining processes with humans involved like learning. A formerly developed concept called storyboarding has been applied at Tokyo Denki University to model the various ways to study at this university. Along with this storyboard, we developed a data mining technology to estimate success chances of curricula. Here, we introduce a validation method for this technology and its results. Further, we discuss chances to improve these results by implementing a formerly introduced learner profiling concept that represents the students individual properties, talents and preferences for personalized data mining.

The current state of affair in (not only e-) learning systems suffers from a lack of an explicit and adaptable didactic design. Students complain about the insufficient adaptability to the learners'needs. Learning content and services need to reach their audience according to their different prerequisites, needs, and different learning styles and conditions. A way to overcome such deficiencies is (semi-)formally representing the didactic design. A modeling approach, storyboarding, is introduced here. Storyboarding is setting the stage to apply Knowledge Engineering Technologies to verify, validate the didactics behind a learning process. As a vision, didactics can be refined according to revealed weaknesses. Furthermore, successful didactic patterns can be inductively inferred by analyzing the particular knowledge processing and its alleged contribution to learning success.

In high level education such as university studies, there is a flexible but complicated system of various subject offers, enrollment rules such as particular subjects' combinations, and prerequisites necessary for taking particular subjects. Each of those should be matched with students' learning needs and desires that change dynamically depending on such as their attainment status in the previous semester. Students need assistance in such a jungle of their dynamically changing opportunities and limitations at today's universities. To cope with this problem, it is proposed that a new storyboard concept developed originally only for teaching each subject can be adapted, through almost only conceptual extension, to modeling universitys high level academic education process that combines various subjects complicatedly and dynamically. Namely, dynamic storyboarding for academic education is newly proposed to assist university students in developing, maintaining, and evaluating curricula. This storyboarding is based on the idea of semi-formally representing, processing, evaluating and refining didactic knowledge, and more appropriate in managing high level education than general Artificial Intelligence knowledge representations such as frames. This is because the structure of dynamic storyboarding is driven by the (e.g. semi-formal and multilayered) nature of didactic knowledge in dynamic and complicated university education. As a result of feasibility study, the proposed storyboarding was found to be utilized for supplementing an academic educational system called Dynamic Learning Needs Reflection System (DLNRS) of the School of Information Environment (SIE) of Tokyo Denki University (TDU) in Japan. Concretely speaking, didactic knowledge such as shown in curriculum of flexible but complicated DLNRS was proved to be easily and clearly represented by dynamic storyboarding. This contributes to efficient assistance of students' dynamic learning activities through its support on such as overview and correction of their own editing individual curriculum in the jungle of dynamically changing opportunities and limitations in university studies.

The paper is focused on modeling, processing, evaluating and refining processes with humans involved like (not only, but also e-) learning. A formerly developed concept called storyboarding has been applied at Tokyo Denki University (TDU) to model the various ways to study at this university. Along with this storyboard, we developed a Data Mining Technology to estimate success chances of curricula. Here, we introduce a learner profiling concept that represents the students’ individual properties, talents and preferences personalized data mining.