Dialogue Management: Questions to Session 9
- Which aspects of a dialogue should be influenced/controlled by a
tutor strategy module?
- Rickel et al. (2000) consider tutorial dialogues which 'teach'
procedures. What else can be taught in tutorial dialogues? (? e.g.
knowledge of languages???)
- How differ tutorial dialogues with different taught material?
- An important aspect of tutorial dialogues seems to be the role every
agent plays (in tutorial dialogues 'tutor' and 'student'). In everyday
dialogues we play roles as well, and we seem to be able to change roles
rather easily.
- Which roles do we typically play? How does dialogue behaviour
differ?
- How could we integrate that into a (domain independent(?)) dialogue
model?
- Paper: "Task oriented tutorial dialogue: Issues and Agents":
- I have some doubts that "pedagogical" is an appropriate term to
describe the features of the described tutorial systems.
"Pädagogik" means "Erziehungskunst" (the art of
upbringing) and comprises the theory and practice of upbringing.
Maybe the term "didactical" matches the intentions and abilities of such systems
in a more appropriate way?
- "As the student gains proficiency, the assistance provided by the
tutor should decrease". (p.2, 1st colum, 6th line from below)
But doesn't this sentence describe/include only one possible didactic strategy,
in this case: "decrease teachers interventions/assistance if
learner increases proficiency" and wouldn't it be useful/necessary
to capture these didactic aspects in an explicit way?
- Paper: "Supporting Constructive Learning With A Feedback Planner":
- I would be pleased if you could spare some words about how the concrete
(didactical) student modelling evolves during the interaction. How
do (wrong) answers, the main tutorial stategies, etc. affect the user
model, e.g. why & how is the user model altered by the "interpreter"
and "feedback generator"?
- What happens if the tutorial system cannot answer the question
of the student?
Ivana Kruijff-Korbayova
Last modified: Mon Jun 3 14:01:47 CEST 2002