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Goel,
Ashok K.
Goel,
Ashok K.
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ItemA virtual coach for question asking and enabling learning by reflection in startup engineering(Georgia Institute of Technology, 2020-12) Goel, Ashok K. ; Hong, Sung Jae ; Kuthalam, Mukundan ; Arcalgud, Arup ; Gulati, Siddharth ; Howe, James ; Karnati, Nikhita ; Mardis, Aaron ; Ro, Jae ; McGreggor, KeithThe Socratic method of teaching engages learners in extended conversations and encourages learning through answering questions, making arguments, and reflecting on the evolving conversation. This method can be a powerful instrument of learning by reflection, especially in domains in which the right answers to open questions are not known in advance such as entrepreneurship. In this paper, we describe an initial experiment in developing AI technology for simulating the Socratic method of teaching in learning about entrepreneurship. When a would-be entrepreneurs creates a business model on the Business Model Canvas (BMC), the AI agent named Errol uses semantic and lexical analysis of the entries on the BMC to ask questions of the students. By attempting to categorize and correct the errors that novices typically make, Errol seeks to accelerate the process by which a novice can start creating more expert-like business models
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ItemBlended Learning in Practice: A Guide for Practitioners and Researchers( 2019-04-11) Aiello, Brittany ; Goel, Ashok K. ; Kadel, Robert S. ; Margulieux, LaurenA Guide for Practitioners and Researchers (MIT Press) A guide to both theory and practice of blended learning offering rigorous research, case studies, and methods for the assessment of educational effectiveness. Blended learning combines traditional in-person learning with technology-enabled education. Its pedagogical aim is to merge the scale, asynchrony, and flexibility of online learning with the benefits of the traditional classroom―content-rich instruction and the development of learning relationships. This book offers a guide to both theory and practice of blended learning, offering rigorous research, case studies, and methods for the assessment of educational effectiveness. The contributors to this volume adopt a range of approaches to blended learning and different models of implementation and offer guidelines for both researchers and instructors, considering such issues as research design and data collection. In these courses, instructors addressed problems they had noted in traditional classrooms, attempting to enhance student engagement, include more active learning strategies, approximate real-world problem solving, and reach non-majors. The volume offers a cross-section of approaches from one institution, Georgia Tech, to provide both depth and breadth. It examines the methodologies of implementation in a variety of courses, ranging from a first-year composition class that incorporated the video game Assassin's Creed II to a research methods class for psychology and computer science students. Blended Learning will be an essential resource for educators, researchers, administrators, and policy makers.
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ItemSouth Big Data Innovation Hub 2019 All Hands Meeting - Panel 2: Visionary Projects(Georgia Institute of Technology, 2019-04-09) Ayalew, Mentewab ; Clifford, Gari D. ; Goel, Ashok K. ; Grijalva, Santiago ; Muller-Karger, Frank ; Verdi, John
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ItemJill Watson: A Virtual Teaching Assistant for Online Education(Georgia Institute of Technology, 2016) Goel, Ashok K. ; Polepeddi, LalithMOOCs are rapidly proliferating. However, for many MOOCs, the effectiveness of learning is questionable and student retention is low. One recommendation for improving the learning and the retention is to enhance the interaction between the teacher and the students. However, the number of teachers required to provide learning assistance to all students enrolled in all MOOCs is prohibitively high. One strategy for improving interactivity in MOOCs is to use virtual teaching assistants to augment and amplify interaction with human teachers. We describe the use of a virtual teaching assistant called Jill Watson (JW) for the Georgia Tech OMSCS 7637 class on Knowledge-Based Artificial Intelligence. JW has been operating on the online discussion forums of different offerings of the KBAI class since Spring 2016. By now some 750 students have interacted with different versions of JW. In the latest, Spring 2017 offering of the KBAI class, JW autonomously responded to student introductions, posted weekly announcements, and answered routine, frequently asked questions. In this article, we describe the motivations, background, and evolution of the virtual question-answering teaching assistant.
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ItemGoal Reasoning: Papers from the ACS Workshop(Georgia Institute of Technology, 2015-05-28) Aha, David W. ; Anderson, Tory S. ; Bengfort, Benjamin ; Burstein, Mark ; Cerys, Dan ; Coman, Alexandra ; Cox, Michael T. ; Dannenhauer, Dustin ; Floyd, Michael W. ; Gillespie, Kellen ; Goel, Ashok K. ; Goldman, Robert P. ; Jhala, Arnav ; Kuter, Ugur ; Leece, Michael ; Maher, Mary Lou ; Martie, Lee ; Merrick, Kathryn ; Molineaux, Matthew ; Muñoz-Avila, Héctor ; Roberts, Mark ; Robertson, Paul ; Rugaber, Spencer ; Samsonovich, Alexei ; Vattam, Swaroop S. ; Wang, Bing ; Wilson, MarkThis technical report contains the 14 accepted papers presented at the Workshop on Goal Reasoning, which was held as part of the 2015 Conference on Advances in Cognitive Systems (ACS-15) in Atlanta, Georgia on 28 May 2015. This is the fourth in a series of workshops related to this topic, the first of which was the AAAI-10 Workshop on Goal-Directed Autonomy; the second was the Self-Motivated Agents (SeMoA) Workshop, held at Lehigh University in November 2012; and the third was the Goal Reasoning Workshop at ACS-13 in Baltimore, Maryland in December 2013.
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ItemAn Experiment in Teaching Cognitive Systems Online(Georgia Institute of Technology, 2015) Goel, Ashok K. ; Joyner, David A.In Fall 2014 we offered an online course CS 7637 Knowledge-Based Artificial Intelligence: Cognitive Systems (KBAI) to about 200 students as part of the Georgia Tech Online MS in CS program. We incorporated lessons from learning science into the design of the project-based online KBAI course. We embedded ~150 microexercises and ~100 AI nanotutors into the online videos. As a quasi-experiment, we ran a typical inperson class with 75 students in parallel, with the same course syllabus, structure, assignments, projects and examinations. Based on the feedback of the students in the online KBAI class, and comparison of their performance with the students in the inperson class, the online course appears to have been a success. In this paper, we describe the design, development and delivery of the online KBAI class. We also discuss the evaluation of the course.
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ItemSoD-TEAM: Teleological reasoning in adaptive software design(Georgia Institute of Technology, 8/31/2012) Goel, Ashok K. ; Rugaber, Spencer