A study is described in which the effectiveness of a computer program (Hermes) on improving argumentative writing is tested. One group of students was randomly assigned to a control group and the other was assigned to the experimental group where they are asked to use the Hermes program. All students were asked to write essays on controversial topics to an opposed audience. Their essays were content-analysed for dialectical traits. Based on this analysis, it was concluded that the experimental group (...) wrote more dialectically effective essays than the control group, and the amount of difference between the control and experimental groups was related to the students' intellectual developmental level, as assessed by the Measure of Epistemological Reflection (MER). It is concluded that argumentative writing, operationalized here as dialectical writing, can be improved by computer-assisted instruction, but that attempts to teach such forms of thinking and writing need to take into account students' capacity to benefit from such instruction. Such capacity is defined here as intellectual development. (shrink)

278 non-freshman university students taking a l2-week critical thinking course in a large single-section class, with computer-assisted guided practice as a replacement for small-group discussion, and all testing in machine-scored multiple-choice format, improved their critical thinking skills, as measured by the California Critical Thinking Skills Test, by half a standard deviation, a moderate improvement. The improvement was more than that reported with a traditional format without computer-assisted instruction, but less than that reported with a format using (...) both computer-assisted instruction and essay-type assignments. Further studies are needed to test hypotheses suggested by these results. (shrink)

Argument mapping is a way of diagramming the logical structure of an argument to explicitly and concisely represent reasoning. The use of argument mapping in critical thinking instruction has increased dramatically in recent decades. This paper overviews the innovation and provides a procedural approach for new teaches wanting to use argument mapping in the classroom. A brief history of argument mapping is provided at the end of this paper.

As many moral problems have a very complex nature, moral reasoning towards a justified decision in such cases may be as difficult. Many considerations have to be taken into account in order to reach a judgement based on good reasons. May the computer, as a tool in data processing, be of use for ethical decision-making? In this paper I will argue that we should be very careful in developing and using ethical expert-systems. Next, I will explain how the (...) class='Hi'>computer may be a useful ‘tool’ for instruction in moral reasoning. This will be done by presenting a model for Computer Assisted Instruction in ethics. Finally, I will describe the outline of a CAI program according to this model and discuss some problems which are encountered in designing this program. (shrink)

It has become a fact that fluency and competency in utilizing the advancement of technology, specifically the computer and the internet is one way that could help in facilitating learning in mathematics. This study investigated the effects of Dynamic Geometry Software (DGS) and Computer Algebra Systems (CAS) in teaching Mathematics. This was conducted in Zamboanga del Sur National High School (ZSNHS) during the third grading period of the school year 2015-2016. The study compared the achievement and attitude towards (...) Mathematics between those students taught with DGS and CAS and those students who were taught without DGS and CAS. A quasi-experimental pretest-posttest control group design was used with two groups which was matched according to their mathematical level. An achievement test was developed and administered to assess the students’ achievement in Mathematics. Aiken’s attitude scale was also used to assess the students’ attitude towards Mathematics. The data were treated with One-Way Analysis of Covariance (ANCOVA) and t-test at 0.05 level of significance. The study revealed a significant difference between the mathematics achievement between students taught with DGS and CAS and those who were taught without it. The integration of DGS and CAS in Mathematics lessons leads to better academic achievement result compared with that of the conventional method of teaching. Moreover, there was no significant difference on the attitude level of the students between the two groups. (shrink)

To effectively train ethical decision-making of nursing students, a case-based computer program was developed using Flash animation. Seven ethical cases collected from practicing registered nurses’ actual clinical experiences and a six-step Integrated Ethical Decision-Making Model developed by the author were employed in the program. In total, 251 undergraduate students from three nursing schools used the program in their nursing ethics course. The usability of the program and its usefulness in improving 11 abilities needed in ethical decision-making were measured; it (...) scored higher than 4 on a 5-point scale. Of the students, 82% recommended the program as a valuable complementary tool in the teaching of a nursing ethics course. A variety of encouraging and positive experiences were reported by the students. The computer program is likely to be usefully practical in the training of abstract skills to nursing students, though certain challenges remain, such as the precise understanding of cognitive or affective responses to ethical issues. (shrink)

The paper describes the design of an intelligent tutoring system for teaching Introduction to Computer Science-a compulsory curriculum in Al-Azhar University of Gaza to students who attend the university. The basic idea of this system is a systematic introduction into computer science. The system presents topics with examples. The system is dynamically checks student's individual progress. An initial evaluation study was done to investigate the effect of using the intelligent tutoring system on the performance of students enrolled in (...) computer science curriculum at Al-Azhar University, Gaza. The results showed a positive impact on the evaluators. (shrink)

This paper considers the issue of computer-assisted composition in formal music education settings from the perspective of critical theory. The author examines the case of MIDI-based software applications and suggests that the greatest danger from the standpoint of ideology critique is not the potential for circumventing a traditional understanding of theoretical knowledge and notation when composing. Instead, it is false subjectivity, or the potential belief that what one creates is free from the mediation of tacit musical conventions and (...) the ideological biases of the technology itself. Developing a framework for critique that is partially based on the writings of Theodor Adorno and draws on a dialectical conception of composing, the author applies this framework to the issue of MIDI-based composition in order to make this case. (shrink)

La métamorphose numérique des savoirs et de l'enseignement constitue un enjeu majeur du 21e siècle et se place au premier rang des priorités des universités et des organismes de recherche. De nouvelles conditions de publication, de certification et d'éditorialisation se mettent en place. Des règles et des méthodes pédagogiques inédites forment un processus dynamique qui doit pousser les institutions académiques, l'industrie et le monde économique à coopérer au-delà de la modernisation de la pédagogie ou du développement de compétences nouvelles. Mais (...) beaucoup d'initiatives apparaissent comme des tendances en vogue sujettes à tous les vents et contrevents médiatiques, et vite dépassées par la dernière nouveauté, à l'exemple des MOOC déjà remplacés par les SPOC. Bernard Steigler a fait appel aux meilleurs spécialistes mondiaux pour démontrer que ce n'est pas seulement la pédagogie qui est bouleversée mais ce sont les savoirs eux-mêmes, depuis la recherche de pointe jusqu'aux formes les plus élémentaires de l'enseignement. L'ouvrage dresse un panorama complet des technologies réflexives et contributives, analyse en profondeur le principe de gouvernementalité algorithmique considéré désormais comme "régime de vérité" et "tournant computationnel" de la société hyperindustrielle. Il propose une méthodologie novatrice de gestion de débats et de communautés, construite sur un autre modèle que celui des réseaux sociaux actuels. Cet ouvrage de référence pose les bases d'une nouvelle industrie éditoriale numérique et audiovisuelle. (shrink)

Hypertext can be used--in nearly any type of computer-assisted class--to allow students to engage in collaborative, socially-constructed composition and meaning-making; this essay considers both the underlying theory which supports the use of hypertext in composition instruction and provides a range of pedagogical approaches. Various classroom arrangements are considered, from standalone computers with no internet connections to networked, internet accessible workstations; for each type of classroom a different hypertext assignment which emphasizes collaboration is provided as an example.

Many of our daily activities are now made more convenient and efficient by virtual assistants, and the day when they can be designed to instruct us in certain skills, such as those needed to make moral judgements, is not far off. In this paper we ask to what extent it would be ethically acceptable for these so-called virtual assistants for moral enhancement to use subtle strategies, known as “nudges”, to influence our decisions. To achieve our goal, we will first characterise (...) nudges in their standard use and discuss the debate they have generated around their possible manipulative character, establishing three conditions of manipulation. Secondly, we ask whether nudges can occur in moral virtual assistants that are not manipulative. After critically analysing some proposed virtual assistants, we argue in favour of one of them, given that by pursuing an open and neutral moral enhancement, it promotes and respects the autonomy of the person as much as possible. Thirdly, we analyse how nudges could enhance the functioning of such an assistant, and evaluate them in terms of their degree of threat to the subject’s autonomy and their level of transparency. Finally, we consider the possibility of using motivational nudges, which not only help us in the formation of moral judgements but also in our moral behaviour. (shrink)

Las ontologías y el aprendizaje significativo - Sistemas de marcos y representación del conocimiento - El aprendizaje significativo - Clima, PIB y geografía electoral como sub-dominios de conocimientos - Análisis estadísticos de datos - Ontologías y formación de profesores de geografía.

The prevailing case study approach to teaching biomedical ethics is compared with a new methodology using short written exercises designed to develop decision making skills. Course content of this new approach and its adaptability to computer assisted instruction with student-faculty interactive software are outlined.

This article traces the connection between expert systems used as consultants in medicine and their design for instructional purposes in education. It is suggested that there are important differences between these applications. Recognizing these differences leads to the view that the development of intelligent computer-assisted instructions (ICAI) should be guided by empirical research into social/psychological consequences and by ethical inquiries into the acceptability of those consequences. Three proposals are put forward: (1) that the pedagogical role of intelligent CAI (...) be clarified, (2) that forms of intelligent CAI be developed that aim primarily at refining rather than replacing human judgements, and (3) that ICAI research and development projects contain components which address ethical and social/psychological components and which are equitably-funded, integral parts of the overall development effort. (shrink)

This book disseminates practical solutions to the automation of open and distance learning. It discusses computational methods, algorithms, implemented prototype systems, and applications of open and distance learning. It also provides state-of-the-art research on the impact and general principles of ethical computer use in academics, while also emphasizing the cyber philosophical aspect of human-computer interaction.

Artificial Intelligence Applications in Higher Education offers direct examples of how artificial intelligence systems can be applied in today's higher education contexts. As use of AI rapidly advances within colleges and universities worldwide, there is a pressing need to showcase the challenges, opportunities, and ethical considerations inherent in deploying these advanced computational tools. This book highlights the multifaceted roles of AI across teaching and learning, institutional administration, student data management, and beyond. Its collected case studies furnish actionable insights into enhancing (...) academic institutions and addressing diverse learning priorities such as motivation, engagement, feedback, and achievement goals. This valuable reference for researchers, designers, administrators, teaching faculty, and graduate students across various university programs offers fresh perspectives on generative AI, adaptive learning, intelligent tutoring systems, chatbots, predictive technologies, remote learning, and more. (shrink)

Computer-Assisted Argument Mapping (CAAM) is a new way of understanding arguments. While still embryonic in its development and application, CAAM is being used increasingly as a training and development tool in the professions and government. Inroads are also being made in its application within education. CAAM claims to be helpful in an educational context, as a tool for students in responding to assessment tasks. However, to date there is little evidence from students that this is the case. This (...) paper outlines the use of CAAM as an educational tool within an Economics and Commerce Faculty in a major Australian research university. Evaluation results are provided from students from a CAAM pilot within an upper-level Economics subject. Results indicate promising support for the use of CAAM and its potential for transferability within the disciplines. If shown to be valuable with further studies, CAAM could be included in capstone subjects, allowing computer technology to be utilised in the service of generic skill development. (shrink)

Logic and Proofs, developed at Carnegie Mellon, is the only instructional program that can support a computer-taught course (not just a computer-assisted course) in modern symbolic logic. I describe and assess the program. Then, drawing on my twenty years of experience, initially with Patrick Suppes’ Valid (no longer available), recently with Logic and Proofs, I discuss the very substantial benefits, as well as the challenges, when offering symbolic logic via a computer-taught course.

In lieu of an abstract, here is a brief excerpt of the content:Anthropological Perspectives in Psychiatric NosologyJuan J. López-Ibor Jr. (bio) and María-Inés López-Ibor (bio)KeywordsDSM, etiology, Aristotelian causes, social dramasPsychiatry and clinical psychology, as we learn in this paper, are disciplines in need of an ontological perspective. Very few branches of contemporary learning share this characteristic. Probably only theoretical physic and theology—as the rest have long ago given up trying to define and understand the essence of their object, for example, (...) life in the case of biology or mind in psychology. Consequently, the paper by Pérez-Álvarez, Sass and García-Montes, “The Ontology of Mental Disorders in Constructivist Perspective,” (2008) should be welcomed and indeed included in the reading lists for trainees in psychiatry and clinical psychology.The authors propose an approach to the understanding of mental disorders that is extremely attractive and well articulated, and which also has practical implications for clinicians. It is not just another “philosophical divertimento” devoid of scientific and practical importance. Let us analyze the article in an orderly way.Less DsmThe authors of the target paper disapprove of the Diagnostic and Statistical Manual of Mental Disorders (DSM)-III/IV approach to defining illnesses by starting from the symptoms that are present—on the grounds that this may lead clinicians to assume that their sole role is to identify, fight, and suppress the symptoms by whichever procedure. They propose an alternative that is dear to myself because it follows the path of the so-called “anthropological” psychiatry of Binswanger, von Gebsattel, Erwin Strauss, Zutt, López-Ibor, Sr., and others. In essence, this is a phenomenological approach to the meaning of mental diseases, one that emphasizes how the illness is revealed to the patient him- or herself.The target article’s criticism of DSM should be considered in the context of the abuses committed on its behalf. The DSM is not a textbook of psychiatric disorders, nor does it contain a definition of the diseases. The DSM does not tell what a disease is (Klerman et al. 1984)—something that is impossible with a classification system based on the manifestations of the diseases, the signs and symptoms. The DSM, as its title states, is just a diagnostic and statistical manual, which does not contain anything about the origin of [End Page 259] any disease nor an explanation of why it exists or what it means. The DSM is, in fact, just a tool to determine whether a disease is present, and therefore to facilitate communication between professionals and with other individuals, without saying anything about the disease’s aitia—a key term (associated with notions of essence as well as cause) to be discussed below. In theory, most clinicians should understand these limitations; it may be, however, that this is not really the case for many who read or use the DSM. In the world there are around 200,000 psychiatrists; since 1980 the number of DSM copies sold is in the order of several hundred thousand.The misuse of a classification system is even more noticeable in the International Classification of Diseases (ICD)-10 Research Version. The instructions for the use of this version recommend that the first step is to make an inventory of all the symptoms present, and then to construct a diagnosis based on them. This how all computer-assisted systems work. This procedure can, however, only be valid if the clinician has already reached a diagnostic conclusion by other means—a diagnosis then to be confirmed for research purposes. It may be that this is one of the reasons why the ICD-10 Research Version has almost never actually been used for research.Furthermore, the concept of symptoms in psychiatry applies only to organic mental disorders (Schneider 1959), conditions in which the patient’s attitude and way of experiencing the symptoms do not play the kind of role that they play in schizophrenia and other mental disorders. The quotation from the important paper by Sass and Parnas in this context is most appropriate. It is indeed that case that “subjective experience can play an important causal role in the progressive experiential transformations of a developing schizophrenic illness... (shrink)

This article reviews the strengths and limitations of five major paradigms of medical computer-assisted decision making (CADM): (1) clinical algorithms, (2) statistical analysis of collections of patient data, (3) mathematical models of physical processes, (4) decision analysis, and (5) symbolic reasoning or artificial intelligence (Al). No one technique is best for all applications, and there is recent promising work which combines two or more established techniques. We emphasize both the inherent power of symbolic reasoning and the promise of (...) artificial intelligence and the other techniques to complement each other. (shrink)

This article reviews the strengths and limitations of five major paradigms of medical computer-assisted decision making (CADM): (1) clinical algorithms, (2) statistical analysis of collections of patient data, (3) mathematical models of physical processes, (4) decision analysis, and (5) symbolic reasoning or artificial intelligence (Al). No one technique is best for all applications, and there is recent promising work which combines two or more established techniques. We emphasize both the inherent power of symbolic reasoning and the promise of (...) artificial intelligence and the other techniques to complement each other. Keywords: Diagnosis, Computer Assisted Decision Making, Artificial Intelligence * Current address: Intelligenetics, 124 University Avenue, Palo Alto, CA. 94301, U.S.A. ** Dr. Shortliffe is a Henry J. Kaiser Family Foundation Faculty Scholar in General Internal Medicine and recipient of research career development award LM0048 from the National Library of Medicine. CiteULike Connotea Del.icio.us What's this? (shrink)

Certainty (and the lack thereof) is a major issue in mathematics and computer science. Mathematicians strongly believe in a special kind of certainty for their theorems.

The purpose is to improve the teaching and learning efficiency of college Innovation and Entrepreneurship Education. Firstly, from the perspective of aesthetic education, this work designs the teacher and student sides of the Computer-aided Instruction system. Secondly, the CAI model is implemented based on the weight sharing and local perception of the Convolutional Neural Network. Finally, the performance of the CNN-based CAI model is tested. Meanwhile, it analyses students’ IEE experience under the proposed CAI model through a case study (...) of Music Majors from Xi’an Conservatory of Music. The experimental data show that the CNN-based CAI model can respond quickly and stably when users access different functional modules, such as webpage browsing. The proposed CAI model increases students’ entrepreneurial interest, skills, and knowledge by 55.62, 57.32, and 72.12%, respectively. Students’ entrepreneurial practice ability has been improved by over 50.00%; such an increase in entrepreneurial practice ability has also shown individual differences. Thus, the proposed Music Majors-oriented IEE-infiltrated CAI model based on CNN improves students’ entrepreneurial practice ability and reflects the positive experience of Music Majors on IEE. The finding provides references for the step-by-step identification of the CNN-based CAI model and has certain guiding significance for analyzing the effect of college IEE. (shrink)

This article addresses the use of computer-assisted career guidance systems (CACGS) in career interventions. Major CACGS developed in the past decades were based on the trait-factor or person-environment fit approaches in their conceptualization and design. The strengths and limitations of these CACGS in addressing the career development needs of individuals are discussed. The Career Construction Theory (CCT) is a promising paradigm to guide the development of new generations of CACGS. The narrative tradition, career adaptability model, and life-design interventions (...) of CCT offer rich conceptual and practical applications that could expand the scope and breadth of career exploration and identity construction through using CACGS. A digital system developed in Hong Kong called Infinity is a case-in-point of a CACGS where users could learn about career planning, engage in self and career construction through using the quantitative and qualitative assessment applications and gamified tools, take career planning actions over time, and communicate with their social supportive systems. Initial findings suggested that users of the system reported lesser decision-making difficulties, higher levels of decision clarity, and better understanding of what is career planning than non-users. Users from high academic achievement schools reported higher levels of career adaptability than their counterparts in schools of similar academic background. Users from low achievement schools reported higher intention to pursue government-supported universities than non-users from schools of similar background. Research and practice implications in schools and organizational settings are discussed. (shrink)

In response to concern over the numeracy skills deficit displayed by student nurses, an online computer programme, ?Authentic World??, which aims to simulate a real-life clinical environment and improve the medication dosage calculation skills of users, was developed (Founded in 2004 Authentic World Ltd is a spin out company of Glarmorgan and Cardiff Universities, Cardiff, Wales UK.). Two randomised controlled trials were conducted, each at a UK University, in order to investigate the impact of Authentic World? on student nurses? (...) general numeracy abilities. All first year nursing students who gave consent were randomised equally into an intervention or control group. The intervention group were given access to Authentic World?. The primary outcome measure was the students? scores on a general numeracy test. The Intention to Treat (ITT) analysis in both trials revealed a small negative effect of Authentic World? on general numeracy, which was statistically significant in one trial. However, compliance with the intervention was very low in both trials, with only 24 and 12% of students allocated to the intervention groups spending more than 15 minutes using the programme. Providing nursing students with access to Authentic World? is not an effective use of resources since use of the programme appears to be very low. (shrink)

The comments accompanying Proposition (Prop.) 11 (“God... necessarily exists”) in Part I of Spinoza’s The Ethics contain sketches of what appear to be at least three more or less distinct ontological arguments. The first of these is problematic even on its own terms. More is true: even the proposition “God exists” (GE), a consequence of Prop. 11, cannot be derived from the definitions and axioms of Part I (the “DAPI”) of The Ethics; thus, Prop. 11 cannot be derived from the (...) DAPI, either. To prove these claims, I use an automated deduction system (ADS) to show that Prop. 11 is independent of the DAPI. I then augment the DAPI with some auxiliary assumptions I believe Spinoza would accept and that sustain an automated derivation of (GE). The results illustrate how an ADS can facilitate the analysis of arguments and yield an apparently novel argument cast in the style of Spinoza. (shrink)

In her 2010 study of the Shi zhu duan jie jing T309, Jan Nattier found that several passages in T309 were copied from earlier Chinese Buddhist texts. She thus proposed that T309 is not a translation from an Indian text, but a “forgery” by Zhu Fonian. Extending Nattier’s analysis with the help of TACL, a tool for computational textual analysis, we conducted a more thorough analysis of Zhu Fonian’s four Mahayana texts, namely, T309, the Pusa chu tai jing T384, the (...) Zhongyin jin T385, and the Pusa yingluo jing T656, and found in T309 and T656 additional content deriving from earlier Chinese texts. On the basis of this analysis of these features of the texts, we propose that all four were likely compiled by Zhu Fonian himself. (shrink)

A universal reasoning approach based on shallow semantical embeddings of higher-order modal logics into classical higher-order logic is exemplarily employed to analyze several modern variants of the ontological argument on the computer. Several novel findings are reported which contribute to the clarification of a long-standing dispute between Anderson and Hájek. The technology employed in this work, which to some degree realizes Leibniz’s dream of a characteristica universalis and a calculus ratiocinator for solving philosophical controversies, is ready to be fruitfully (...) adopted in larger scale by philosophers. (shrink)

There has been increasing use of argument-based approaches in the development of safety-critical systems. Within this approach, a safety case plays a key role in the system development life cycle. The key components in a safety case are safety arguments, which are designated to demonstrate that the system is acceptably safe. Inappropriate reasoning in safety arguments could undermine a system's safety claims which in turn contribute to safety-related failures of the system. The review of safety arguments is therefore a crucial (...) step in the development of safety-critical systems. Reviews are conducted using dialogues where elements of the argument and their relations are proposed and scrutinised. This paper investigates an approach of conducting argument review using dialectical models. After studying five established dialectical models with varying strengths and drawbacks, a new dialectical model specially designed to support persuasion and information-seeking dialogues has been proposed to suit the requir... (shrink)

Following the removal of fuel subsidy in Nigeria on 29th of May 2023, residents of Lagos State have witnessed a significant spike in cost of living. Incidentally, this has also turned into a serious challenge in the educational sector as this has affected the continued sustenance of the traditional mode of learning where students and lecturers meet on campus on a daily basis. Hence, the present research offers distance computer-assisted learning via Open and Distance Learning (ODL) as a (...) complement to traditional or conventional learning in tertiary institutions in Nigeria. Distance computer-assisted learning boasts mainly of synchronous, asynchronous or blended means of learning all of which have been used in the past to complement face-to-face interactions between lecturers and students of Lagos State University. It is on the basis of the economic inconveniences of fuel subsidy removal with the declaration of the three-day work week by the Lagos State University that this research proposes distance computer-assisted learning to mediate the gap created between lecturers and students of Lagos State University. However, the present research concerns with students’ readiness and awareness of this mode of learning. The methodology adopted for this research is quantitative analysis which involves the use of questionnaires offered to 380 students of Lagos State University in February 2024. The result shows that whereas students are willing to adopt distance computer-assisted learning, the challenges of power and telecommunications appear as serious challenges. It is the submission of this study that when the recommendations offered in this research are explored, ODL may serve as a complement to conventional learning. (shrink)