In developed countries, companies are now substantially reliant on the skills and abilities of their leaders to tackle a variety of complex issues. There is a growing consensus that leadership development training and assessment methods should adopt more holistic methodologies, including those associated with the emotional and neuroendocrine aspects of learning. Recent research into the assessment of leadership competencies has proposed the use of objective methods and measurements based on neuroscience. One of the challenges to be faced in the development (...) of a performance-based methodology to measure leadership skills is how to generate real-life situations with triggers that allow us to study management competencies under controlled laboratory conditions. A way to address this question is to take advantage of virtual environments to recreate real-life situations that might arise in performance-based assessments. We propose virtual reality (VR) as a very promising tool to observe various leadership related behavioral patterns during dynamic, complex and realistic situations. By seamlessly embedding assessment methods into virtual learning environments, VR can provide objective assessment methods with high ecological validity. VR also holds unlimited opportunities for leadership training providing subjects with intelligent tutoring systems that adapts situations in real time according to the observed behaviors. (shrink)

Students often face difficulties and experience negative emotions toward second language learning. The affective tutoring system is a next-generation learning approach that can detect the affective status of learning to increase performance. Therefore, for the purposes of this study, an innovative affective mobile language tutoring system was designed to support Japanese language learning. The effects of AMLTS, along with asynchronous discussion, that were intended to improve performance, were examined using a triangulation method. To investigate the effect on emotion, (...) the proposed AMLTS provides a virtual emotion agent that can interact with users and record emotional events, learning assessments, and the results of the interaction into a database. Learning effectiveness evaluations were conducted via two experiments: prototype evaluation and final evaluation. Sixty-three students, all beginners, were invited to use the AMLTS to learn Japanese. The research results show that the proposed AMLTS affective interaction design significantly improves learner engagement and performance. In the emotion feedback analysis and learning process, AMLTS helped students deepen their understanding of the content, enabled them to clearly understand the content, and to engage in peer interaction and experience positive emotions. In the evaluation of system usability, AMLTS reveals good usability for foreign language acquisition. (shrink)

This research assessed how the performance and team skills of three-person teams working with an Intelligent Team Tutoring System on a virtual military surveillance task were affected by feedback privacy, participant role, task experience, prior team experience, and teammate familiarity. Previous work in Intelligent Tutoring Systems has focused on outcomes for task skill training for individual learners. As research extends into intelligent tutoring for teams, both task skills and team skills are necessary for good team performance. (...) This work includes a brief review of previous research on ITTSs, feedback, teams, and teamwork, including the recounting of two categories of a framework of teamwork performance, Communication and Cognition, which are relevant to the present study. This research examines the effects of an intelligent agent, as well as features of the team, its members, and the task being undertaken, on team communication and team situation awareness. Thirty-seven teams of three participants, each at their own computer running a multiplayer surveillance simulation, were given just-in-time private or public performance feedback during four 5-min trials. In the fourth trial, two of the three participants switched roles. Feedback type, teamwork experience, and teammate familiarity had no statistically significant effect on communication or team situation awareness. However, higher levels of role experience and task experience showed significant and medium-sized effects on communication performance. Results, based on performance data and structured interview responses, also revealed areas of improvement in future feedback design and a potential benchmark for feedback frequency in an action-oriented serious game-based ITTS. Among the conclusions are six design objectives for future ITTSs, establishing a foundation for future research on designing effective ITTSs that train interpersonal skills to nascent teams. (shrink)

El documento trata de evidenciar la importancia del uso de plataformas de geolocalizacion en las escuelas de administración y negocios, por tal motivo el documento busca el comprender a la geolocalización como una estrategia didactica para el desarrollo de proyectos online en clases virtuales sincrónicas aplicadas en la Universidad de Los Andes en Táchira Venezuela.

Learning in virtual environments is an ethical experience. This research aimed to understand the ethical experience of a virtual learning environment from the perspective of university students and their teachers. The participants were 205 higher education students from different Spanish-speaking countries (Colombia, Argentina, Mexico, Ecuador, and Spain) and 30 teachers who acted as tutors in virtual education. The study used a design-based research method and quantitative instruments for the collection of empirical data. The data analysis showed that (...) students and teachers perceive responsibility, commitment, and respect as values inherent to virtual education, and may have a moderately different ethical experience based on these values. With this research, we intend to contribute to a better understanding of the coexistence of human beings in virtual learning environments. We argue that it is necessary to question or rethink the pedagogical paradigms that guide virtual education, endowing them with humanity, and recognizing their ethical dimension as funda-mental. (shrink)

Non-verbal enrichment in the form of pictures or gesture can support word learning in first and foreign languages. The present study seeks to compare the effects of viewing pictures vs. imitating iconic gestures on learning second language vocabulary. In our study participants learned L2 words together with a virtual, pedagogical agent. The to-be-learned items were either enriched with pictures, or with gestures that had to be imitated, or without any non-verbal enrichment as control. Results showed that gesture imitation was (...) particularly supportive for learning nouns, whereas pictures showed to be most beneficial for memorizing verbs. These findings, suggesting that the type of vocabulary learning strategy has to match with the type of linguistic material to be learned, have important educational implications for L2 classrooms and technology-enhanced tutoring systems. (shrink)

Las clases virtuales son una modalidad de estudio a distancia que ha sido aplicadas por más de 10 años. Son utilizadas principalmente en universidades para abarcar las necesidades de sus estudiantes que no pueden acceder al sistema presencial. Al encontrarnos en una emergencia sanitaria por el COVID-19, la aplicación de las clases virtuales alrededor del mundo se volvió una obligación para precautelar la vida de los estudiantes. Es por esto que la población universitaria tuvo que adaptarse a nuevas condiciones de (...) estudio como: las clases, trabajos y exámenes en línea con el fin de no detener su aprendizaje. Sin duda, esto desencadenó inconformidades e inquietudes al estudiar por primera vez bajo esta modalidad. En este trabajo se evaluó la satisfacción sobre clases virtuales tomadas el primer semestre del 2020 a estudiantes de la carrera de Ingeniería Industrial de la Universidad de las Américas con edades entre 18 a 20 años. Para ello se realizó una encuesta de 15 ítems los cuales evaluaron las distintas condiciones que se presentaron en las clases virtuales durante el periodo de pandemia, con datos validados por un alfa de Cronbach 0,92. En este trabajo se obtuvo como resultado que gran parte de las personas encuestadas aprobó el software aplicado para la realización de las clases virtuales debido a que es una herramienta de uso intuitivo y de fácil acceso, por otro lado, están en desacuerdo con la modalidad de evaluación del conocimiento adquirido. Palabras Clave: Clases virtuales, Satisfacción estudiantil, COVID-19, TIC’s. Referencias [1]K. Brandl, «Are you ready to Moodle?,» Language Learning & Technology, vol. 9, nº 2, pp. 16-23, 2005. [2]C. Belloch, «Entornos virtuales de aprendizaje,» Universidad de Valencia, vol. 1, nº 1, pp. 1-3, 2012. [3]J. Jarrín, «Informe Nacional: Ecuador,» Universa, Quito, 2016. [4]M. Reeves. y T. Barbour, «The reality of virtual schools: A review of the literature,» Computers & Education, vol. 52, nº 10, pp. 402-416, 2009. [5]C. Bonfill, «Clases virtuales a través de videoconferencias: factores críticos vivenciados por los tutores en un sistema de educación a distancia.,» Temas de Managment, vol. 5, nº 2, pp. 12-20, 2007. [6]A. García, M. Mediavilla y A. Casares, «Evaluación entre iguales en entornos de edcucación superior online mediante el taller Moodle,» A case study, vol. 13, nº 2, pp. 119-126, 2020. [7]R. Bendezu, A. Quijuano, H. Rebatta y G. Gutierrez, «Aprendizaje en tiempos de aislamiento social: cursos masivos abiertos en línea sobre la COVID-19,» vol. 37, nº 2, pp. 375-277, 2020. [8]M. Bautista y R. Torres, «El uso de material didáctico y las tecnologías de la información y comunicación para mejorar el alcance académico,» Ciencia y tecnología, nº 14, 2014. [9]G. Gutierrez, P. Krystell, C. Zarate, I. Juarez. y M. López, «Uso de tecnologías de la información en el rendimiento académico basado en una población de estudiantes de Medicina,» Educ Med Super, vol. 31, nº 2, pp. 23-34, 2017. [10]A. Rodrífuez, B. González y J. Fariñas, «Simulaciones virtuales como complemento de las clases y los laboratorios de Física. Ejemplos en la carrera de Ingeniería en Telecomunicaciones y Electrónica.,» Latin-American Journal of Physics Education, vol. 7, nº 4, pp. 16-20, 2013. (shrink)

Resumen. Este artículo ofrece una propuesta enfocada a optimizar el proceso de evaluación sobre el aprovechamiento del alumno, en un ambiente virtual, mediante el concepto GROUPWARE:, técnicas de comunicación grupal, utilizando las Nuevas tecnologías de Información y las Comunicaciones [NTIC’s], como herramientas básicas, llevando el registro y seguimiento estadístico del aprovechamiento actitudinal del estudiante, posibilitando así, el uso y la construcción de índices significativos, seguros y fiables, que permitan al instructor/facilitador/tutor, gestionar de un diagnóstico, sobre el comportamiento, esfuerzo, dedicación (...) y actitud del aprendiz, obteniendo como resultado la participación integra del alumno en los cursos tomados en la plataforma colaborativa permitiendo en consecuencia las medidas preventivas/correctivas sobre la conducta continuamente observada del alumno en el entorno en línea.Palabras claves. Evaluación de enseñanza-aprendizaje, aprovechamiento del alumno, entorno en línea, enseñanza virtual, diagnóstico, indicadores.. This article provides a methodological proposal oriented to optimize the assessment process of a student performance on an on line environment through the application of group communication techniques and widespread use of the new technologies on information and telecommunication as basic tools, based one the process follow-up and statistical data collection from the student´s learning performance and behaviour to enable the construction of significant and reliable indexes thus allowing the advisor a diagnostic on the student´s attitude and performance, allowing him to take on time the adequate preventive/corrective decision measures based on a success/failure tests outputs from the student performance, on a day- to- day basis, on the line environment.Keywords. On line environment, new technologies on information and telecommunication, assessment process, teaching-learning process, student performance, groupware. (shrink)

Com este artigo, problematizou-se o potencial da formação continuada de professores por meio da educação a distância mediada pelo Moodle. Nessa perspectiva, pesquisou-se, principalmente, a integração hipermidiática das tecnologias nesse ambiente virtual de aprendizagem, no curso a distância de pós-graduação lato sensu em Mídias na Educação. Para isso, selecionou-se uma aula de uma disciplina desse curso oferecida no primeiro semestre de 2011 por uma universidade na qual um dos autores deste artigo trabalhou como professor-tutor. Assim, foi realizada uma investigação (...) com base na abordagem metodológica qualitativa através da observação participante, na qual se percebeu que a integração da hipermídia potencializa o diálogo-problematizador, a interatividade e o desenvolvimento da flexibilidade cognitiva nos professores-cursistas. Dessa forma, observou-se que a navegação em uma hipermídia educacional respeita o ritmo e as maneiras de aprendizagem de cada sujeito, uma vez que possibilita que os temas a serem estudados sejam acessados de forma não-linear, ou seja, de acordo com o interesse de cada aprendente e por meio de diferentes mídias. Isso viabilizou aos cursistas fazerem diversas associações entre diferentes conteúdos inter-relacionados, proporcionando assim uma ampliação da visão sobre os assuntos educacionais abordados na disciplina e, posteriormente, poderem aplicar esse conhecimento em novas situações de ensinoaprendizagem. (shrink)

The atomic hypothesis according to Ludwig Boltzmann. The scientific and philosophical importance of a controversial position at the close of the 19th century. This paper examines Boltzmann’s standpoint in the controversy over the existence of atoms between himself on the one hand and Mach, Ostwald, Helm and to some extent Duhem on the other hand. The latter wanted to develop a physics only constructed with perceptible phenomena. Because of the lack of empirical evidence of the atoms at that time they (...) did not accept them for the construction of physics. In contrast, Boltzmann found the acceptance of atoms to be a fruitful assumption, since for him the construction of physics required going beyond perceptible phenomena. Two different conceptions of nature and of the ways to know nature clashed in this disagreement between Boltzmann and his opponents. Op-posing one-sided positions, Boltzmann supported the hypothetical character of science, in which more than one basic hypothesis can be advanced: he was open to the possibility of fundamental revolutions in science. (shrink)

Es wird versucht, die Camapsche Definitions- und Begriffslehre darzustellen, die er bei der Entwicklung seiner Konstitutionstheorie aufstellte. Camap unterscheidet zwei Hauptteile der Definitions- und Begriffslehre: den Abschnitt, der zum Konstitutionssystem gehört, und den Abschnitt, der nicht dazu gehört. Die Definitionslehre besteht wiederum aus zwei zentralen Definitionsarten: der Strukturbeschreibung, mit der das Konstitutionssystem aufgebaut wird, und der impliziten Definition, die außerhalb des Konstitutionssystems steht. Auch die Begriffslehre läßt sich in zwei Hauptgruppen unterteilen: in die eigentlichen Begriffe, die die Begriffe des Konstitutionssystems (...) bilden, und in die uneigentlichen, die nicht zum Konstitutionssystem gehören. (shrink)

Es wird versucht, die Camapsche Definitions- und Begriffslehre darzustellen, die er bei der Entwicklung seiner Konstitutionstheorie aufstellte. Camap unterscheidet zwei Hauptteile der Definitions- und Begriffslehre: den Abschnitt, der zum Konstitutionssystem gehört, und den Abschnitt, der nicht dazu gehört. Die Definitionslehre besteht wiederum aus zwei zentralen Definitionsarten: der Strukturbeschreibung, mit der das Konstitutionssystem aufgebaut wird, und der impliziten Definition, die außerhalb des Konstitutionssystems steht. Auch die Begriffslehre läßt sich in zwei Hauptgruppen unterteilen: in die eigentlichen Begriffe, die die Begriffe des Konstitutionssystems (...) bilden, und in die uneigentlichen, die nicht zum Konstitutionssystem gehören. (shrink)

The aim of this article is to provide a critical examination of Berlin’s treatment of positive freedom by offering a review of his standard arguments against this concept. Throughout his essays and particularly in “Two Concepts of Liberty” Berlin connects the idea of positive freedom with such notions as monism, rationalism, and determinism. Each of these connections will be discussed separately. I will argue that most of Berlin’s arguments against positive liberty are somehow flawed. Although Berlin valued positive freedom as (...) one of the ultimate ends of life, his critical view of the concept should be tempered and contextualized since it was mostly based not on logical or conceptual grounds but on historical and interpretative considerations. (shrink)

The paper first examines the difference between Wolff’s demonstration of my present existence and Descartes’ intuitive connection of my thinking with my existence. The results of this investigation enable us to analyse two controversial answers to the question of the knowledge of existence in Wolff’s works. The first answer is from Jürgen Stolzenberg, who discusses Wolff’s proof of the statement: I am. The second is written by Luigi Cataldi Madonna, who investigates the concept of contingent existence in Wolff’s works. The (...) problems of the interpretations they propose are different. The first uses in his analysis meanings of central terms that were foreign to Wolff. The second does not pay attention to Wolff’s framework and aims. These difficulties in their interpretations distort what Wolff does and plans in his treatment of the knowledge of existence. Wolff builds a demonstration to prove how we know that we are, because for Wolff there is only science if we prove all that we claim. According to him, philosophy is a science. With this paper I plan to clarify the context of Wolff’s demonstration of my present existence as well as the demonstration itself, to which the analysis of the above two interpretations can contribute. (shrink)

El siguiente artículo se propone llevar a cabo una introducción crítica a una de las obras más difíciles del filósofo español Jorge Santayana. En primer lugar señalaré la importancia de la perspectiva teórica materialista de Santayana, aclararé a continuación el significado de los términos psique, Voluntad y espíritu, tres conceptos fundamentales para entender el escrito, así como el de las nociones de Dominación y de Potestad, analizando en último lugar la estructura tripartita de la obra. Confío en que el presente (...) artículo conforme un cuerpo interpretativo útil como guía de lectura para quien aborde Dominaciones y Potestades. (shrink)

ABSTRACTIsaiah Berlin’s idea of value pluralism has been extensively discussed in recent decades. However, there is still much controversy about the actual meaning and implication of the terms “incompatibility” and “incommensurability” when applied to values. This article analyses the Berlinian concept of value pluralism from a theoretical point of view and argues that, following Berlin’s work, incompatibility should be defined as the impossibility of two ends being combined at a maximum level―though it is possible to find compromises between them when (...) not pursued to their maximum―whereas incommensurability refers to the existence of more than one valid, rational solution to a conflict of ends. After commenting on the arguments advanced by other scholars, the presence of a certain idea of rationality in Berlin’s notion of value pluralism is advanced. Finally, it is demonstrated that incompatibility and incommensurability provide Berlin’s pluralism with its characteristic tragic feature which differentiates it from monism. (shrink)

The aim of the article is to analyze the role played by popularization and training within nanotechnology as a mean to build a bridge between Nanosciences and Nanotechnologies; its applications in Biology, Biotechnology and Health Care Industry; and the object of study of Bioethics, mainly its general view. The article begins with a brief presentation of the basic concepts of Bioethics; of the paradigm of the relationship between science, technology and society; and of the contribution of general scientific and technological (...) knowledge to Bioethics. Afterwards, it analyzes in detail the interdisciplinary relationship of sciences and technologies with Bioethics and presents a brief conceptual exposition of Nanotechnology as well as its benefits and risks. The article ends by presenting some arguments in favor of considering popularization and training in Nanotechnology as a bridge towards bioethics. Finally, some general conclusions are sketched. (shrink)

Mental model ascription – also called mindreading – is the process of inferring the mental states of others, which happens as a matter of course in social interactions. But although ubiquitous, mindreading is presumably a highly variable process: people mindread to different extents and with _different results._ We hypothesize that human mindreading ability relies on a large number of personal and contextual features: the inherent abilities of specific individuals, their current physical and mental states, their knowledge of the domain of (...) discourse, their familiarity with the interlocutor, the risks associated with an incorrect assessment of intent, and so on. This paper presents a theory of mindreading that models diverse artificial intelligent agents using an inventory of parameters and value sets that represent traits of humans and features of discourse contexts. Examples are drawn from Maryland Virtual Patient, a prototype system that will permit medical trainees to diagnose and treat cognitively modeled virtual patients with the optional assistance of a virtual tutor. Since real patients vary greatly with respect to physiological and cognitive features, so must a society of virtual patients. Modeling such variation is one of the goals of the overall OntoAgent program of research and development. (shrink)

Mental model ascription – also called mindreading – is the process of inferring the mental states of others, which happens as a matter of course in social interactions. But although ubiquitous, mindreading is presumably a highly variable process: people mindread to different extents and with different results. We hypothesize that human mindreading ability relies on a large number of personal and contextual features: the inherent abilities of specific individuals, their current physical and mental states, their knowledge of the domain of (...) discourse, their familiarity with the interlocutor, the risks associated with an incorrect assessment of intent, and so on. This paper presents a theory of mindreading that models diverse artificial intelligent agents using an inventory of parameters and value sets that represent traits of humans and features of discourse contexts. Examples are drawn from Maryland Virtual Patient, a prototype system that will permit medical trainees to diagnose and treat cognitively modeled virtual patients with the optional assistance of a virtual tutor. Since real patients vary greatly with respect to physiological and cognitive features, so must a society of virtual patients. Modeling such variation is one of the goals of the overall OntoAgent program of research and development. (shrink)

Mental model ascription – also called mindreading – is the process of inferring the mental states of others, which happens as a matter of course in social interactions. But although ubiquitous, mindreading is presumably a highly variable process: people mindread to different extents and with different results. We hypothesize that human mindreading ability relies on a large number of personal and contextual features: the inherent abilities of specific individuals, their current physical and mental states, their knowledge of the domain of (...) discourse, their familiarity with the interlocutor, the risks associated with an incorrect assessment of intent, and so on. This paper presents a theory of mindreading that models diverse artificial intelligent agents using an inventory of parameters and value sets that represent traits of humans and features of discourse contexts. Examples are drawn from Maryland Virtual Patient, a prototype system that will permit medical trainees to diagnose and treat cognitively modeled virtual patients with the optional assistance of a virtual tutor. Since real patients vary greatly with respect to physiological and cognitive features, so must a society of virtual patients. Modeling such variation is one of the goals of the overall OntoAgent program of research and development. (shrink)

Este artículo pretende dar continuidad a un proyecto piloto llevado a cabo en el Máster en Formación del Profesorado de la Universidad Internacional de Valencia durante 2021-2022. A partir de su implementación, análisis de resultados y evaluación, se decide mejorar el proyecto este curso académico 2022-2023 e introducir una serie de cambios metodológicos y dinámicas de seguimiento al alumnado de postgrado que cursa la asignatura de Trabajo de Fin de Máster en esta titulación. Se espera que dichos cambios redunden en (...) la calidad de la docencia en el marco de esta asignatura y puedan ser extrapolables también a otras titulaciones. (shrink)

Social robots serve people as tutors, caretakers, receptionists, companions, and other social agents. People know that the robots are mechanical artifacts, yet they interact with them as if they were actual agents. How is this possible? The proposal here is that people construe social robots not as social agents per se, but as depictions of social agents. They interpret them much as they interpret ventriloquist dummies, hand puppets, virtual assistants, and other interactive depictions of people and animals. Depictions as (...) a class consist of three physical scenes with part-by-part mappings between them: (a) a base scene (the raw physical artifact), (b) the depiction proper (the artifact construed as a depiction), and (c) the scene depicted (the scene people are to imagine). With social robots, evidence shows people form the same three scenes plus mappings: They perceive the raw machinery of a robot, construe it as a depiction of a character, and, using the depiction as a guide, engage in the pretense that they are interacting with the character depicted. With social robots, people also recognize three classes of agents – the characters depicted, the intended recipients of the depictions (those who view or interact with the robots), and the authorities responsible for the robots (the designers, makers, and owners). Construing social robots as depictions, we argue, accounts for many phenomena not covered by alternative models. (shrink)

La communication par ordinateur est de plus en plus utilisée comme soutien pour les cours universitaires conventionnels. Cet article offre un panorama d'une série d'études fines d'innovation à petite échelle dans diverses disciplines sur deux campus universitaires britanniques. La plupart impliquait des interactions textuelles asynchrones concernant tous les étudiants et tous les tuteurs d'un cours. Des observations, des questionnaires et des entretiens ont servi à établir des configurations de décollage et d'usage des nouveaux médias pour la discussion. Les résultats sont (...) discutés selon les cinq « règles de virtualité » .Computer-based communication is increasingly being used in support of conventional university courses. This paper offers an overview of a series of detailed studies of small scale innovations across a range of disciplines at two campus-based UK universities. Most involved asynchronous, text-based interactions involving all students on a given course and the tutor or tutors involved. Observations, questionnaires and interviews were used to establish patterns of uptake and use of the new discussion media. Findings are discussed in terms of five "rules of virtuality". (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.2 (2003) 19-30 [Access article in PDF] Bugged Out:A Reflection on Art Experience Christopher Perricone I used to enjoy art. Not all the arts equally. Overall literature spoke to me most clearly. I am not sure exactly why. I guess some combination of inborn and learned dispositions. Whatever is the case, my enjoyment of literature always seemed natural to me, since literature was of (...) a medium I already knew, the vocabulary and grammar of my own language. But I enjoyed paintings and musical pieces as well, some of which I shall never forget even though they have virtually faded from my life, from what I have become.I cannot say that I ever had a favorite artwork. I have always thought the idea foolish, reminiscent of children who think often in terms of favorites, whether colors, candies, or friends. However, there are some works that do stand out in memory, even though, as I say, I cannot bring myself to enjoy them now. They are ghosts whose forms are discernible, but whose flesh is long gone.I had read lots of literature. I even enjoyed the act and the atmosphere of reading. I remember the chair I sat in, the lighting, the room. I also used to love to wake up on weekends, eat a leisurely breakfast, and then get back into bed and read until noon. Of course the setting itself of reading was ultimately not crucial, it was merely a pleasant means of facilitating one's excursion into another world. It was the other world that counted. So many worlds. Of course, I entered joyfully the worlds of Shakespeare and Dante, which Harold Bloom recently has judged at the center of the Western canon, but I entered also lesser but personally not less significant worlds to which I was drawn. 1 I needed some tutoring in Shakespeare and Dante because they did not quite speak my language, my twentieth-century American tongue. I had trouble negotiating their worlds. However, I had none whatsoever when it came to the worlds of James Joyce, Wallace Stevens, William Carlos Williams, Graham Greene, Walt Whitman, T.S.Eliot, Herman Melville, Emily Dickinson, or Joseph Conrad. I was at home in these worlds, different [End Page 19] worlds, but nonetheless home. I loved Conrad's the "Heart of Darkness." For me this was one of the truly haunting tales. After my first reading of the "Heart of Darkness," I can honestly say, my life was changed. I neither talked nor walked the same. I moved among and around people and things differently. I saw myself differently both among others and when I would stand before my mirror alone. And subsequent readings brought about further changes, changes of my comportment in the world. I imagined that I saw, heard, touched, tasted, and smelled the details from the beginning of that story to its very end. I sat on the deck of the Nellie with Marlow, Conrad's character narrator, and his listeners. I watched with them as the sun went down over the Thames. I followed Marlow as he told the story of how he had "set off for the center of the earth," up the Congo perhaps where in his mind all human life had its source; how as he came closer to the center facts became less straightforward, the greed for ivory, the "flavor of mortality in lies," the hollowness of Mr. Kurtz, the final horror of it all. I sweated in the heat of the "Heart of Darkness." Like any experience of a masterpiece, the "Heart of Darkness" was a visceral experience for me. After such experiences one feels emotionally and physically drained. One feels comfort in thinking, as with a dream, it was not real. And yet there is a lingering discomfort: as it were no mere fantasy at all.I often had feelings of the same intensity and profundity in respect to painting and music. They, too, were worlds for me. I enjoyed the varioustouches of the painters. In particular, I enjoyed the gold, the... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.2 (2003) 19-30 [Access article in PDF] Bugged Out:A Reflection on Art Experience Christopher Perricone I used to enjoy art. Not all the arts equally. Overall literature spoke to me most clearly. I am not sure exactly why. I guess some combination of inborn and learned dispositions. Whatever is the case, my enjoyment of literature always seemed natural to me, since literature was of (...) a medium I already knew, the vocabulary and grammar of my own language. But I enjoyed paintings and musical pieces as well, some of which I shall never forget even though they have virtually faded from my life, from what I have become.I cannot say that I ever had a favorite artwork. I have always thought the idea foolish, reminiscent of children who think often in terms of favorites, whether colors, candies, or friends. However, there are some works that do stand out in memory, even though, as I say, I cannot bring myself to enjoy them now. They are ghosts whose forms are discernible, but whose flesh is long gone.I had read lots of literature. I even enjoyed the act and the atmosphere of reading. I remember the chair I sat in, the lighting, the room. I also used to love to wake up on weekends, eat a leisurely breakfast, and then get back into bed and read until noon. Of course the setting itself of reading was ultimately not crucial, it was merely a pleasant means of facilitating one's excursion into another world. It was the other world that counted. So many worlds. Of course, I entered joyfully the worlds of Shakespeare and Dante, which Harold Bloom recently has judged at the center of the Western canon, but I entered also lesser but personally not less significant worlds to which I was drawn. 1 I needed some tutoring in Shakespeare and Dante because they did not quite speak my language, my twentieth-century American tongue. I had trouble negotiating their worlds. However, I had none whatsoever when it came to the worlds of James Joyce, Wallace Stevens, William Carlos Williams, Graham Greene, Walt Whitman, T.S.Eliot, Herman Melville, Emily Dickinson, or Joseph Conrad. I was at home in these worlds, different [End Page 19] worlds, but nonetheless home. I loved Conrad's the "Heart of Darkness." For me this was one of the truly haunting tales. After my first reading of the "Heart of Darkness," I can honestly say, my life was changed. I neither talked nor walked the same. I moved among and around people and things differently. I saw myself differently both among others and when I would stand before my mirror alone. And subsequent readings brought about further changes, changes of my comportment in the world. I imagined that I saw, heard, touched, tasted, and smelled the details from the beginning of that story to its very end. I sat on the deck of the Nellie with Marlow, Conrad's character narrator, and his listeners. I watched with them as the sun went down over the Thames. I followed Marlow as he told the story of how he had "set off for the center of the earth," up the Congo perhaps where in his mind all human life had its source; how as he came closer to the center facts became less straightforward, the greed for ivory, the "flavor of mortality in lies," the hollowness of Mr. Kurtz, the final horror of it all. I sweated in the heat of the "Heart of Darkness." Like any experience of a masterpiece, the "Heart of Darkness" was a visceral experience for me. After such experiences one feels emotionally and physically drained. One feels comfort in thinking, as with a dream, it was not real. And yet there is a lingering discomfort: as it were no mere fantasy at all.I often had feelings of the same intensity and profundity in respect to painting and music. They, too, were worlds for me. I enjoyed the varioustouches of the painters. In particular, I enjoyed the gold, the... (shrink)

Para hacer frente a los riesgos de rezago y deserción escolar durante Covid-19, las universidades implementaron programas de apoyo y de atención tutorial virtuales. Los esquemas de acompañamiento profesor-estudiante se han documentado mayoritariamente, pero poco se ha dicho sobre otras modalidades como el acompañamiento entre pares. Bajo este panorama se planteó un diseño exploratorio para identificar los tipos de ayuda educativa desplegados durante la pandemia en el marco de un programa de tutorías entre iguales en una universidad mexicana. Los resultados (...) evidencian que las ayudas más requeridas giran en torno al factor socioemocional del aprendizaje. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hamann and the Philosophy of David Hume CHARLES W. SWAIN There have been many and various interpretations of Hume's philosophy; no one, so far as I know, has ever viewed him as a romantic. On the other hand, Johann Georg Hamann, "the wizard of the North," has gained his modicum of notoriety mainly through his influence on German romanticism, plus the fact that Kierkegaard mentions him approvingly, and even (...) quotes him in the Philosophical Fragments. Hume has been regarded as a sceptic, an empiricist, a naturalist and a positivist; Hamann is usually regarded as an irrationalist and proto-existentialist. 1 These two thinkers were certainly very different; yet Hamann had a profound appreciation for the philsophy of Hume. I want to suggest in this paper that a study of the use to which Hamann put Hume's philosophy may raise some difficulties for the prevailing view of Hamann's thought, and may also open up a somewhat different perspective on Hume's thought. Hamann found himself in rebellion against the spirit of his age. He saw in Hume an ally in his struggle against the over-confident rationalism of the Enlightenment. As an apologist, Hamann set himself the task of "smoking out the stylish spirit of the century by means of doubt." e He set about this task in a series of strange apologetic works, written in a deliberately mystifying, sometimes shocking style. His anti-rationalism made him a hero to the later romantics, and a mystery to his friends and readersmamong them his fellow citizen, Immanuel Kant. Beginning as a university student, Hamann had become a disciple of the Enlightenment, seeking his place in the brave new world of the early eighteenth century. He tried a career as a tutor, along with many a young man seeking an independent and comfortable life. Eventually he accepted a vaguely defined position with the mercantile firm of Berens in Riga, operated by the family of his college friend Johann Cristoph Berens. Hamann undertook a "secret mission" for the Berens firm which brought him to London in 1758 where, lonely and disheartened, he underwent a personal crisis which changed the direction of his life and resulted in his career as a man of letters and an apologist for Christianity against the Enlightenment. Having been a devotee for over a decade, Hamann felt that he knew the spirit of the Enlightenment. His opposition, however, baffling it may have appeared to his contemporaries, was not intended as obscurantism. He had his 1Hamann has been much more in vogue on the continent than in the English-speaking world. According to Martin Sells, Theologische Aspekte zur gegenw~irtigen Hamann-deutung (GSttingen: Vandenhoek und Ruprecht, 1957),p. 105,der Magus has been claimed as a spiritual ancestor by virtually every European intellectual movement of the last 150 yearst Philologische Einf~illeund Zwei]el, Iqadler iii, 41. [343] 344 HISTORY OF PHILOSOPHY "reasons," and a study of his use of Hume's philosophy will help to clarify this aspect of his thought. Hamann's acquaintance with the philosophy of Hume dates from his university days, where he was probably introduced to the world of English letters by his fondly remembered teacher, Heinrich Rappolt. Rappolt was a Wolffian, but not at all interested in the attempt to reconcile Wolffianism with pietistic Christianity --in contrast to his more renowned colleague, Martin Knutzen, Kant's teacher. Rappolt had traveled and studied in England, and apparently delighted in opening these new intellectual vistas to his students, s Hamann thus became familiar with Hume's political and economic writings, as well as his philosophical works. Already in 1756, during his Holmeister period, he had worked through an edition of Hume's works which contained various economic and political essays as well as the First Enquiry. 4 Hume's works were among the books which he bought (but perhaps never read) during his stay in London. In 1759, when he published his first apologetic work, Socratische Denku~rdigkeiten, he was (in his own words) "full of Hume." 5 He cites Hume throughout his literary career, and acknowledges his intellectual debt to Hume both publicly and privately. One of his last undertakings was a translation... (shrink)

Textbooks have played the leading role in academic education for centuries and their form has evolved, adapting to the needs of students, teachers and technological possibilities. Advances in technology have caused educators to look for new sources of knowledge development, which students could use inside and outside the classroom. Today’s sophisticated learning tools range from virtual environments to interactive multimedia resources, which can be called e-textbooks. Different types of new educational materials that go beyond printed books are now used (...) to support the academic curriculum, with the most interesting ones exemplified in this article to show their value in medical and life sciences education. Certain interesting attempts by Polish publishers at applying technology to support both self-paced and tutor-paced student learning in the medical profession and related areas are presented. The data was collected through a review of literature, discussions with e-learning specialists and medical students, as well as an analysis of examples of good practices. The article also discusses the results of a countrywide survey on the use of e-textbooks to enhance medical education. The research investigates the targeted academic staff’s attitudes towards the use of e-textbooks, the limitations of their implementation, and the character of e-resources currently used by Polish higher education medical institutions. (shrink)

This paper discusses the application of information and communication technology (ICT) in the commercial, non-passenger maritime sector. The paper first profiles the available technologies in this subject area, which predominantly involve globally accessible satellite communications, then examines their application in two large shipping companies.The paper considers Maritime Personnel Management in the context of seafaring, regarding the crew of a ship as a node in a distributed network, and as transnational teams. Customised personnel management and knowledge management software for the maritime (...) market is available and this can be employed to improve operational efficiency. Shipping companies have traditionally been strictly hierarchical organisations, but evidence suggests that this is changing alongside the wider implementation of e-commerce in the sector.It was found that cost is a decisive factor in determining the extent to which shipping companies are prepared to invest in an information and communications technologies (ICT) infrastructure. However, new satellite technologies such as Mobile Packet Data now provide an economical method of transferring data between ship and shore. The ‘office at sea’ is a viable proposition thanks to this, once the initial investment in equipment has been made, with the ship being another node in the corporate Intranet or Wide Area Network (WAN).Extending ICT provision to allow for seafarer access to e-mails is a vital welfare provision, to alleviate isolation and assist in recruitment and retention. However, it was found not only that the seafarer’s family at home may not have access to the technology to send and receive e-mails in many parts of the world, but that ship owners had negative attitudes to the use of ICT for such purposes.The potential for Maritime e-learning was investigated, the sector being supplied by vendors offering customised maritime software solutions. Fully Internet-based e-learning is unlikely to be economically viable for some years to come, due to the cost of access using a satellite link, but creative computer-based training solutions are available, based on CD ROMs and tutor support by e-mail. Computers dedicated to training use are provided by larger shipping companies, but are by no means universal across the maritime sector.Welfare provision for seafarers is offered mainly by organisations in the voluntary sector. Such organisations have made creative use of available technologies, both on Web sites and in the ICT provision offered in Seafarers’ Centres. There has not, however, been an increase in enquiries and reports of mistreatment from seafarers as a result of being able to receive these over the Internet, mainly due to a poor level of Internet access at sea. ‘Crew Calling’ is an encouraging development as it gives seafarers their own communications link, distinct from the ship’s communications system.This study indicates that the use of maritime ICT for human welfare and training is relatively limited. Although there are many available technologies which can assist in bridging the physical gap between land and sea by ‘virtual’ means, current business pressures dictate that only the most profitable and forward-thinking companies are willing to consider fully implementing them. The authors conclude that the provisions described in this paper will eventually become the industry norm, but that virtual connections are at present far from complete. (shrink)

: Lately there is more attention paid to technological development in intelligent tutoring systems. This field is becoming an interesting topic to many researchers. In this paper, we are presenting an intelligent tutoring system for teaching DES Information Security Algorithm called DES-Tutor. The DES-Tutor target the students enrolled in cryptography course in the department Information Technology in Al-Azhar University in Gaza. Through DES-Tutor the student will be able to study course material and try the exercises of each lesson. (...) An evaluation of the DES-Tutor was carried out and the results were promising. (shrink)

I argue that virtual reality is a sort of genuine reality. In particular, I argue for virtual digitalism, on which virtual objects are real digital objects, and against virtual fictionalism, on which virtual objects are fictional objects. I also argue that perception in virtual reality need not be illusory, and that life in virtual worlds can have roughly the same sort of value as life in non-virtual worlds.

This paper aims at helping trainees to overcome the difficulties they face when dealing with Arduino platform by describing the design of a desktop based intelligent tutoring system. The main idea of this system is a systematic introduction into the concept of Arduino platform. The system shows the circuit boards of Arduino that can be purchased at low cost or assembled from freely-available plans; and an open-source development environment and library for writing code to control the board topic of (...) Arduino platform. The system is adaptive with the trainee’s individual progress. The system functions as a special tutor who deals with trainees according to their levels and skills. Evaluation of the system has been applied on professional and unprofessional trainees in this field and the results were good. (shrink)

This paper describes an Intelligent Tutoring System for helping users with ADO.NET called ADO-Tutor. The Intelligent Tutoring System was designed and developed using (ITSB) authoring tool for building intelligent educational systems. The user learns through the intelligent tutoring system ADO.NET, the technology used by Microsoft.NET to connect to databases. The material includes lessons, examples, and questions. Through the feedback provided by the intelligent tutoring system, the user's understanding of the material is assessed, and accordingly can be (...) guided to different difficulty level of exercises and/or the lessons. The Intelligent Tutoring System was evaluated by a group of users and the results were more than satisfactory in terms of the quality of the material and the design of the system. (shrink)

In this paper we show how a student can learn the basics of the system databases using (W3school CSS) which was built as intelligent tutoring educational system by using the authoring tool called (ITSB). The learning material contains CSS and HTML. We divided the material in a group of lessons for novice learner which combines relational system and lessons in the process of learning. The student can learn using example of CSS, and types of CSS color. Furthermore, the intelligent (...) tutoring system supports not only lessons; but exercises of different difficult levels for each lesson. When a student finish successfully the first difficulty level in a lesson, the student is allowed to move to the next difficulty level of the exercises of the lesson. (shrink)

ASP.net is one of the most widely used languages in web developing of its many advantages, so there are many lessons that explain its basics, so it should be an intelligent tutoring system that offers lessons and exercises for this language.why tutoring system? Simply because it is one-one teacher, adapts with all the individual differences of students, begins gradually with students from easier to harder level, save time for teacher and student, the student is not ashamed to make (...) mistakes, and more. Therefore, in this paper, we describe the design of an Intelligent Tutoring System for teaching ASP.net to help students learn ASP.net easily and smoothly. Tutor provides beginner level in ASP.net. Finally, we evaluated our tutor and the results were excellent by students and teacher. (shrink)

I reply to seven commentaries on “The Virtual and the Real”. In response to Claus Beisbart, Jesper Juul, Peter Ludlow, and Neil McDonnell and Nathan Wildman, I clarify and develop my view that virtual are digital objects, with special attention to the nature of digital objects and data structures. In response to Alyssa Ney and Eric Schwitzgebel, I clarify and defend my spatial functionalism, with special attention to the connections between space and consciousness. In response to Marc Silcox, (...) I clarify and develop my view of the value of virtual worlds, with special attention to the case where we experience these worlds as virtual. (shrink)

The evolution of Intelligent Tutoring System (ITS) is the result of the amount of research in the field of education and artificial intelligence in recent years. English is the third most common languages in the world and also is the internationally dominant in the telecommunications, science and trade, aviation, entertainment, radio and diplomatic language as most of the areas of work now taught in English. Therefore, the demand for learning English has increased. In this paper, we describe the design (...) of an Intelligent Tutoring System for teaching English language grammar to help students learn English grammar easily and smoothly. The system provides all topics of English grammar and generates a series of questions automatically for each topic for the students to solve. The system adapts with all the individual differences of students and begins gradually with students from easier to harder level. The intelligent tutoring system was given to a group of students of all age groups to try it and to see the impact of the system on students. The results showed a good satisfaction of the students toward the system. (shrink)

Abstract. Intelligent Tutoring System Builder (ITSB) is an authoring tool designed and developed to aid teachers in constructing intelligent tutoring systems in a multidisciplinary fields. The teacher is needed to create a set of pedagogical fundamentals, which, in line, are inured to automatically build up a broad tutor framework and construct an intelligent tutoring system. In this paper an explanation of the theory and the architecture of the tool is outlined. A presentation of several system components, the (...) requirements of the different components, integration of these components in ITSB tool are shown. Furthermore, implanting of requirements, cognitive principle, and common design fundamentals in the tool to ease the use of teachers. A variety of design matters, an example of building an intelligent tutoring system for teaching Java language using ITSB tool and an evaluation are presented. (shrink)

Research of tutoring in parent-infant interaction has shown that tutors – when presenting some action – modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8- to 11-month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high (...) arches) functioned as an orienting device to guide the infant’s visual attention (gaze). Action modification and the recipient’s gaze can be seen to have a reciprocal sequential relationship and to constitute a constant loop of mutual adjustments. Implications are discussed for developmental research and for robotic ‘Social Learning’. We argue that a robot system could use on-line feedback strategies (e.g. gaze) to pro-actively shape a tutor’s action presentation as it emerges. (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)

Recently there is an increasing technological development in intelligent tutoring systems. This field has become interesting to many researchers. In this paper, we present an intelligent tutoring system for teaching information security. This intelligent tutoring systems target the students enrolled in Advanced Topics in Information Security in the faculty of Engineering and Information Technology at Al-Azhar University in Gaza. Through which the student will be able to study the course and solve related problems. An evaluation of the (...) intelligent tutoring systems was carried out and the results were promising. (shrink)

Recently, due to the rapid progress of computer technology, researchers develop an effective computer program to enhance the achievement of the student in learning process, which is Intelligent Tutoring System (ITS). Science is important because it influences most aspects of everyday life, including food, energy, medicine, leisure activities and more. So learning science subject at school is very useful, but the students face some problem in learning it. So we designed an ITS system to help them understand this subject (...) easily and smoothly by analyzing it and explaining it in a systematic way. In this paper, we describe the design of an Intelligent Tutoring System for teaching science for grade seven to help students know the 7 characteristics for living things smoothly. The system provides all topics of living things and generates some questions for each topic and the students should answer these questions correctly to move to the next level. In the result of an evaluation of the ITS, students like the system and they said that it is very useful for them and for their studies. (shrink)

Research of tutoring in parent-infant interaction has shown that tutors – when presenting some action – modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8- to 11-month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high (...) arches) functioned as an orienting device to guide the infant’s visual attention (gaze). Action modification and the recipient’s gaze can be seen to have a reciprocal sequential relationship and to constitute a constant loop of mutual adjustments. Implications are discussed for developmental research and for robotic ‘Social Learning’. We argue that a robot system could use on-line feedback strategies (e.g. gaze) to pro-actively shape a tutor’s action presentation as it emerges. (shrink)

Are the objects and events that take place in Virtual Reality genuinely real? Those who answer this question in the affirmative are realists, and those who answer in the negative are irrealists. In this paper we argue against the realist position, as given by Chalmers (2017), and present our own preferred irrealist account of the virtual. We start by disambiguating two potential versions of the realist position—weak and strong— and then go on to argue that neither is plausible. (...) We then introduce a Waltonian variety of ictionalism about the virtual, arguing that this sort of irrealist approach avoids the problems of the realist positions, fits with a unifying theory of representational works, and offers a better account of the phenomenology of engaging in virtual experiences. (shrink)