Academic literature on the topic 'Intelligent Web Teacher'

One of the worlds of education is an independent and intelligent student program. This study aims to determine the role of KBV theory and training through work skills and technology in evaluating teacher teaching performance in Kupang and Bali, Indonesia. This research method is quantitative; with SEM analysis, the sample used was 450 high school teachers, the sample was taken deliberately. Sharing knowledge that is done by the teacher motivates to improve work ability. Technology during the COVID-19 pandemic played a very big role in improving teacher teaching performance with the support of training because this gave teaching abilities for every teacher in Kupang and Bali, Indonesia. The ability to distinguish between knowledge and training in the absorption of technology to create quality and sustainable education. This study only uses two provinces in Indonesia as an analytical study with implementation only in the world of education. Knowledge, ability, and training are forms of understanding that require stimulation, while technology is a means of infrastructure during the Covid-19 pandemic. The results of this study contribute to the world of education, especially at the high school level because there is no concept of quality continuing education.

The purpose of the study is to identify and compare the influence of formative and summative assessment approaches based on an intelligent computer system that provides automatic feedback; the assessment is carried out in paper format, but obtaining feedback requires an appointment with a teacher. The study was conducted among 50 students in I.M. Sechenov First Moscow State Medical University (Russia) and Wuxi Institute of Technology (China). The assessment was carried out based on online tools and an intelligent learning system (ASP.NET web applications and MCQ tests). It was found that the average score of the formative test of students who passed an assessment test in the electronic format is higher than the score of those who passed the test in the classroom [t (165 = 5.334, p <0.05]. Pearson's correlation coefficient in the experimental (r2 = +0.329; p = 0.009) and control (r2 = +0.176; p = 0.076) groups confirmed a sig-nificant positive correlation. The solution can be integrated into the educational process as an additional student tool that will reduce the burden of teacher work-load and increase the assessment objectivity along with the overall performance of students.

The research tries to solve the problems related to teaching agent technology in cooperative learning system. Aiming at the fact of present learning system being unable to realize real-time intelligent teaching for students, a creative idea of teaching agent mode based on web cooperative learning system is put forward after studying the technology of student agents reasoning algorithm, learning path agent, and teacher agents. This mode may help to realize self-adaption teaching in cooperation center on digital campus. Besides, it provides new ideas or methods of internal demands for establishing web cooperative learning center. Fact shows that teaching agent can improve teaching effect and quality through individualizing the teaching materials and attracting the students.

Abstract Investigating disengagement is a continuing concern within computer-based learning environments. Drawing upon several strands of research into preservice teacher learning with network-based tutors, this paper outlines an object orientation to conceptualize a type of disengaged behaviour referred to as carelessness. We further differentiate this construct in terms of carelessness towards one’s own learning as opposed to other’s learning. In support of our claims, we review research into carelessness in the context of nBrowser, an intelligent web browser designed to support preservice teachers learn about the pedagogical affordances of novel technologies while designing lesson plans. The key aspects of this research can be listed as follows: (1) a knowledge engineering approach to implement a set of production rules within the learning environment to detect instances of carelessness and intervene; (2) a data-driven approach to infer learner behaviours in their absence due to carelessness; and (3) a model-driven approach to improve the functioning of the learning environment despite instances of carelessness. We discuss the limitations of these different approaches and draw implications for future research into preservice teacher disengagement with computer-based learning environments.

In the current teaching of politics, teachers still focus on the cultivation of the basic intelligence of students’ language intelligence, and it is easy to ignore the cultivation of other intelligences that affect the overall development of students. This research mainly discusses the design of curriculum ideological and political teaching platform based on the fusion of multiple data and information in an intelligent environment. This research adopts the MVC architecture, and the web application developed based on the MVC (Model View Controller) architecture pattern is easier to complete the realization of multiple controllers. The front desk ideological and political teaching teacher module includes the login system. In addition, the teacher can view the test status of a specific student and can also pay attention to the total intelligence of all students who have been tested. The process of the student test is to enter the correct account and password to log in to the system and then perform the test. After the test, the test result can be viewed, and the personal information can be maintained at the same time. In addition, the personal login password can be modified. The existence of the database is to ensure that the data is correct and effective. This system uses MySql to design the database, and the name of the database is braintest_db. The data table in relational database is the main object of storing and managing data, and it is also an important task of database design. This system has designed three kinds of user logins, namely, administrator, student, and teacher, and login can be realized according to the account number and password. Among them, teacher’s participation is by inquiring about students’ test situation, paying attention to students’ multiple intelligences, and teaching students in accordance with their aptitude. In addition, the main object of this test is students, and the analysis of multiple intelligences is realized through student tests. Students are vitally physical objects that can be tested and searched for results. In the study, 20% of the students both learn the basic content of the platform and use the forum. This research will help improve students’ literacy in an all-round way.

In this paper an interactive recommending agent is proposed which helps an e-learner to enhance the quality of learning experience resulting in efficient achievement of learning objectives. The agent achieves this with the help of a fuzzy rule base working on a variety of learning materials and recommending the appropriate learning path through them. In a learner-centric environment the learning behaviour of a learner may vary to a great extent due to the characteristics of the learner and his environment. Students are often misled while choosing the appropriate path of web learning tools owing to non-availability of a human teacher/guide. By the response of a learner to different positive and negative motivation factors the proposed system employs a fuzzy machine that is fed with realization parameters e.g. Satisfied, Depressed etc. The fuzzy machine working on the paradigm of fuzzy inference system processes these realization parameters with the help of a fuzzy rule base to produce the crisp measures of the learner’s cognitive states in terms of Belief, Behaviour and Attitude. On the basis of these defuzzified crisp diagnostic parameters the proposed system will enhanced the quality of learning experience of an e-learner. To ensure this the system will provide more detailed discussion on the subject matter along with some additional learning tools. Learners often get confused to select the proper tools among various. Therefore the proposed system will also suggest most popular path among those learners with the same understanding. This recommendation comes from the analysis of data mining result. The system was tested with a wide variety of school-level students. The response obtained indicates that it is able to enhance the quality of learning experience through its recommendation.

This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education. This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education. Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and mathematics—are combined, 22 articles/studies were retrieved, situated at various educational levels (kindergarten, elementary school, and secondary school). This review revealed a variety of studies, particularly intervention studies, situated in elementary and secondary schools. Most studies involved drill-and-practice software, intelligent tutoring systems, serious games, multimedia environments, and computer-supported collaborative learning environments, with metacognitive pedagogies either integrated into the ICT software itself or provided externally by the teacher, mainly for arithmetic or algebraic word problem-solving but also related to other mathematical topics. All studies reported positive effects on mathematical and/or metacognitive learning outcomes. This review ends with a discussion of issues for further theoretical reflection and empirical research.

Reading and comprehending content area texts require learners to effectively select and encode with hierarchically strategic memory structures in order to combine new information with prior knowledge. Unfortunately, evidence from state and national tests shows that children fail to successfully navigate the reading comprehension challenges they face. Schools have struggled to find approaches that can help children succeed in this important task. Typical instruction in classrooms across the country has focused on procedural application of strategies or content-focused approaches that encourage rich discussions. Both approaches have achieved success but have limitations-related transparency and specificity of scaffolds and guidance for the teacher and learner in today’s diverse and complex classroom settings. The text structure strategy combines content and strategy to provide pragmatic, transparent, and scaffolded instruction addressing these challenges. A web-based intelligent tutoring system for the text structure strategy, named ITSS, was designed and developed to provide consistent and high-quality instruction to learners in Grades 4 and 5 about how to read, select main ideas, encode strategic memory structures, make inferences, and monitor comprehension during reading. In this article, we synthesize results from two recent large-scale randomized controlled studies to showcase how the ITSS supports selection and encoding of students’ strategic memory structures and how prior knowledge affects the memory structures. We provide greater depth of information about such processing than examined and reported in extant literature about overall increases in reading comprehension resulting from students using ITSS.

Collaboration among teachers in some shape or form is becoming increasing popular among the educational system. The goal of this thesis is to determine whether teachers find value in collaboratively working in a Web environment and if we can use collaboration to improve educational content. We took a Web-based intelligent tutoring system, called ASSISTments, and incorporated a collaboration feature allowing teachers from around the Web to work together to create content for their students. The previous ASSISTments model did not allow for any form of collaboration; teachers using ASSISTments were not able to modify each other's content. By creating the opportunity for teachers to work together, we hypothesized that the educational content within ASSISTments would improve. To help improve education content among ASSISTments, we also deemed it necessary to improve the tool that teachers used to create problems for their students. Using surveys and interviews, we obtained feedback from teachers supporting our changes of the ASSISTments system and validating our claims that they found value in collaboratively working in a Web-based environment.

2009 - 2010
Il tema intorno al quale si concentrano le attività di ricerca svolte è IWT – Intelligent Web Teacher – un’innovativa piattaforma per l’apprendimento a distanza e, più in generale, per la rappresentazione e la gestione della conoscenza nata grazie alle esperienze nei progetti di ricerca nazionali ed internazionali del Polo di Eccellenza in Learning & Knowledge dell’Università di Salerno. IWT offre, come principale caratteristica distintiva, la capacità di erogare corsi personalizzati che, tenendo conto delle caratteristiche degli utenti e garantendo flessibilità al livello dei contenuti e dei modelli di apprendimento, risultano più efficaci ed efficienti dei percorsi formativi statici di e-learning “classico”. La capacità di erogare corsi personalizzati si basa fondamentalmente su una sofisticata modellazione sia della conoscenza dei domini di interesse e dei contenuti effettuata grazie ad ontologie e metadata, sia delle competenze acquisite e delle preferenze didattiche dell’utente per mezzo di un profilo utente che viene costantemente aggiornato. La validità dell'approccio IWT è stata avvalorata da un attento confronto con soluzioni, metodologie e modelli allo stato dell’arte e dai risultati ottenuti in molteplici attività di sperimentazione condotte in ambito universitario e aziendale e descritte nei seguenti lavori:  N.Capuano, M.Gaeta, S.Miranda, F.Orciuoli and P.Ritrovato “LIA: an Intelligent Advisor for e-Learning”, M. Lytras, J. Carroll, E. Damiani, R. Tennyson (Eds.), Emerging Technologies and Information Systems for the Knowledge Society - Proceedings of the World Summit on the Knowledge Society (WSKS 2008), September 24-26, 2008, Athens, Greece, Lecture Notes in Computer Science Series, vol. 5288, pp. 187-196, Springer-Verlag, 2008 – 2nd Best Paper Award  N.Capuano, S.Miranda and F.Orciuoli “IWT: A Semantic Web-based Educational System”, G. Adorni, M. Coccoli (Eds.) Proceedings of the IV Workshop of the AI*IA Working Group on Artificial Intelligence & e-Learning held in conjunction with the XI International Conference of the Italian Association for Artificial Intelligence (AI*IA 2009), December 12, 2009, Reggio Emilia, Italy, pp. 11-16, AI*IA, 2009  M.Gaeta, S.Miranda, F.Orciuoli, S.Paolozzi, A.Poce “An Approach To Personalized e-Learning”, submitted to Informatics Education Europe V Rome, Italy, November 3-5, 2010 Il risultato principale è legato ad un confronto tra le performance ottenute in termini di competenze acquisite dagli utenti erogando a gruppi di utenti disgiunti ma sui medesimi argomenti, sia corsi semplici che corsi personalizzati. Sulla sperimentazione condotta sono state fatte riflessioni interessanti che sembrano convincere che l’approccio della personalizzazione di IWT porti a risultati migliori rispetto all’approccio tipico dell’e-learning ovvero all’erogazione di percorsi sequenziali statici di contenuti. Attraverso la personalizzazione si riescono a coinvolgere in modo efficace anche utenti che, per esempio, abbiano già un bagaglio di competenze medio-alto e che, tipicamente, non risultano essere propensi a seguire percorsi di apprendimento in e-learning. Per contro, questo approccio pur se totalmente automatizzato, richiede un impegno in fase di start-up per definire correttamente i profili degli utenti, disegnare l’ontologia del dominio oggetto di formazione, intesa come una corretta rappresentazione semantica dei concetti e delle relazioni tra questi, definire i metadata delle risorse didattiche a disposizione, ovvero indicizzarle e descriverle in modo completo per poterle poi utilizzare nel modo più appropriato possibile. Le attività di ricerca sono state orientate allo studio sullo stato dell’arte, allo studio di modelli esistenti, alla ricerca di soluzioni, alla definizione di possibili metodologie capaci di produrre miglioramenti su questi aspetti chiave legati sia alla rappresentazione della conoscenza in termini di ontologie e di metadata, che alla rappresentazione dei profili utente in termini di competenze sul dominio oggetto di apprendimento e di preferenze relative alle modalità di utilizzo e fruizione di contenuti. Ovviamente l’approccio non è stato meramente applicativo, ma si è data attenzione alla ampia letteratura di settore per cercare di studiare problemi e soluzioni esistenti e definire qualcosa (anche dal punto di vista algoritmico) che sia in qualche modo valido e di interesse per la comunità scientifica. Alcuni spunti sono riportati nei seguenti lavori:  N.Capuano, L.Dell'Angelo, S.Miranda, F.Orciuoli and F.Zurolo “Ontology extraction from existing educational content to improve personalized e-Learning experiences”, Proceedings of the III IEEE International Conference on Semantic Computing (ICSC 2009), September 14-16, 2009, Berkeley, CA, USA, pp. 577-582, IEEE Computer Society, 2009  G.Gianforme, S.Miranda, F.Orciuoli and S.Paolozzi “From Classic User Modeling to Scrutable User Modeling” on the 1st International Workshop on Ontology for e-Technologies 2009 (ICEIS 2009)  F.Colace, S.Miranda, R.Piscopo, P.Ritrovato “Applicazione di aritmetica degli intervalli per la verifica dei contenuti in una piattaforma di e-learning”, Proceedings of VI Congresso della SIE-L, Società Italiana di e-Learning, Salerno, 16-18 settembre 2009 In sintesi, avendo individuato dei modelli con cui delineare ed aggiornare i profili utente e delle metodologie computazionalmente efficienti attraverso cui comprendere se, nell’ambito di una specifica tematica, ci siano o meno contenuti sufficienti a rispondere alle esigenze degli utenti, l’idea è quella di concentrare l’attenzione su due aspetti fondamentali che sono l’estrazione automatica di ontologie e la definizione automatica di metadata per i contenuti. La situazione maggiormente ricorrente è infatti quella in cui il materiale da impiegare per costruire i percorsi di apprendimento sia già disponibile, per cui, per poter sfruttare i benefici della personalizzazione, occorre costruire ontologie e metadata a posteriori (e generalmente a mano). Per automatizzare queste operazioni sono stati definiti dei metodi attraverso i quali è possibile estrarre ontologie direttamente dai contenuti (diverse tipologie e standard) e si sta lavorando a come definire contestualmente i metadata, ovvero fornire una descrizione formale dei contenuti in termini di parametri sia tecnologici che pedagogici e indicizzarli in termini semantici attraverso i concetti estratti e riportati nelle ontologie. In letteratura sono presenti molteplici approcci che riescono a caratterizzare in automatico gli aspetti tecnologici relativi al contenuto (formato, dimensioni, requisiti HW e SW per poterli visualizzare), rari ed incompleti sono invece i tentativi di descrizione degli aspetti pedagogici impiegati da standard riconosciuti come IMS Learning Object Metadata (tipologia di risorsa didattica, densità semantica, difficoltà, tempo per la comprensione, livello di interazione, etc.). Mettendo insieme elementi di teoria dell’informazione, con modelli di learning si è cercato di proporre un approccio alla risoluzione di questo problema. Approccio che, al momento, sembra funzionare in una sperimentazione su un archivio di circa 2000 learning object per l’insegnamento della matematica e dell’informatica e che, a breve, verrà esteso al di fuori dell’ambito e-learning e nell'ottica moderna della pubblicazione delle informazioni sul web secondo la logica dei Linked Data. Logica a cui stanno dando attenzione enti come IEEE, BBC, Governo USA, etc., che, ovviamente, hanno grandi esigenze di catalogazione automatica di documenti. [a cura dell'autore]
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The aim of this qualitative study is to investigate how upper secondary school teachers in Sweden identify and, if they do, support gifted students. Semi-structured interviews were conducted to collect data from seven upper secondary school English teachers in Sweden. The results show that the teachers are able to identify gifted students after they perform certain tests or tasks. All teachers state that it is important to give gifted students the necessary help and attention they need. The methods that were used to support the gifted students were to have flexible assignments that could be adjusted to the individuals’ needs or to provide the gifted students with extra assignments. The teachers state that they find it difficult to meet the needs of the gifted students due to lack of time and because the needs of struggling students are prioritized by the system. In conclusion, the teachers agree that education should be adjusted to all of the students’ different needs, including the ones of the gifted students. It has been reported by the participating teachers that they try to achieve this, yet they are concerned with the availability of their resources and time.

For its 125th anniversary, the famous magazine "Science" has published a list of the greatest mysteries that modern science has not yet solved. In the second place, the authors of the journal, the best scientists in the world, placed the question of the biological basis of consciousness. The general cognitive theory presented in this monograph provides an answer to this important question, as well as to many other equally important ones. Is it possible to create an artificial intelligence that can realize itself? How do we master the language? How has the culture been preserved for thousands of years? For students and teachers, as well as anyone interested in the problems of the peculiarities of the functioning of the psyche and its formation.

Parents and teachers today face a swirl of conflicting theories about child rearing and educational practice. Indeed, current guides are contradictory, oversimplified, and at odds with current scientific knowledge. Now, in Awakening Children's Minds, Laura Berk cuts through the confusion of competing theories, offering a new way of thinking about the roles of parents and teachers and how they can make a difference in children's lives. This is the first book to bring to a general audience, in lucid prose richly laced with examples, truly state-of-the-art thinking about child rearing and early education. Berk's central message is that parents and teachers contribute profoundly to the development of competent, caring, well-adjusted children. In particular, she argues that adult-child communication in shared activities is the wellspring of psychological development. These dialogues enhance language skills, reasoning ability, problem-solving strategies, the capacity to bring action under the control of thought, and the child's cultural and moral values. Berk explains how children weave the voices of more expert cultural members into dialogues with themselves. When puzzling, difficult, or stressful circumstances arise, children call on this private speech to guide and control their thinking and behavior. In addition to providing clear roles for parents and teachers, Berk also offers concrete suggestions for creating and evaluating quality educational environments--at home, in child care, in preschool, and in primary school--and addresses the unique challenges of helping children with special needs. Parents, Berk writes, need a consistent way of thinking about their role in children's lives, one that can guide them in making effective child-rearing decisions. Awakening Children's Minds gives us the basic guidance we need to raise caring, thoughtful, intelligent children.

This chapter asks what stance is morally appropriate as we consider when, whether, and how to assist persons experiencing physical, emotional, or intellectual disability. Appealing to a variety of intelligent and observant thinkers for inspiration (Ralph Barton Perry, Helen Keller, and Immanuel Kant), it argues that one important aspect of such a stance is an attitude of reciprocal beneficence. This has three central aspects: a perspective of fellowship acknowledging the disabled and the currently able as members of the community of vulnerable human agents; a developed sympathy attuned to gaps in knowledge and failures of imagination and analogy; and a readiness to show gratitude or appreciation for what the currently disabled may teach about the vulnerable moral agency we share. The argument takes initial inspiration from Perry but owes most to its roots in Kantian moral and political theory. It also owes much to wise and insightful enrichments due to Keller.

This chapter explores the emotional and embodied nature of children’s learning to discover biological principles of social awareness, affective contact, and shared sense-making before school. From mid-gestation, the fetus learns to anticipate the sensory effects of simple, self-generated actions. Actions generate a small ‘story’ that progresses through time, giving meaningful satisfaction on their successful completion. Self-made stories become organized after birth into complex projects requiring greater appreciation of their consequences, which are communicated. They are mediated first by brainstem conscious control made with vital feelings, which motivates a more abstract, cortically mediated cognitive and cultural intelligence in later life. By tracing the development of meaning-making from simple projects of the infant to complex shared projects in early childhood, we appreciate the embodied narrative form of human understanding in healthy affective contact, how it may be disrupted in children with clinical disorders or educational difficulties, and how it responds in joyful projects to an understanding teacher’s support for learning.

This book predicts the decline of today's professions and describes the people and systems that will replace them. In an Internet society, according to Richard Susskind and Daniel Susskind, we will neither need nor want doctors, teachers, accountants, architects, the clergy, consultants, lawyers, and many others, to work as they did in the 20th century. The Future of the Professions explains how 'increasingly capable systems' -- from telepresence to artificial intelligence -- will bring fundamental change in the way that the 'practical expertise' of specialists is made available in society. The authors challenge the 'grand bargain' -- the arrangement that grants various monopolies to today's professionals. They argue that our current professions are antiquated, opaque and no longer affordable, and that the expertise of their best is enjoyed only by a few. In their place, they propose six new models for producing and distributing expertise in society. The book raises important practical and moral questions. In an era when machines can out-perform human beings at most tasks, what are the prospects for employment, who should own and control online expertise, and what tasks should be reserved exclusively for people? Based on the authors' in-depth research of more than ten professions, and illustrated by numerous examples from each, this is the first book to assess and question the relevance of the professions in the 21st century.

Anne Lacaton has been a visiting professor at the TU Delft Faculty of Architecture and the Built Environment during the Fall Semester 2016-2017, hosted by the Chair of Heritage & Design. In the professional field of Heritage & Design the starting point for design is not just a functional brief and a blank sheet of paper but the challenge of an existing spatial setting and cultural-historical context. It is a dynamic and innovative field in architecture that deals with the architectural re-interpretation, adaptive reuse and restoration of historic buildings. This book reports on her workshops and studios during her time at TU Delft. It presents re-use projects at different scales, in different situations and with different programs. These projects generated reflection along with pertinent and inventive ideas that made it possible to overturn the situations in a positive manner, to change the approach and bring forth interesting solutions, a new situational intelligence and a new intelligence towards thinking about architecture and the urban situation. In these projects, what is initially seen as obsolete and as a constraint or restriction through an opening of the mind and a change in outlook and approach, becomes an opportunity, a chance and an asset. If you look at a situation without a frame or filter and with an open spirit, a building that no longer has a purpose and is a hindrance becomes a liberty. The students adhered to this specific approach: No longer looking at something existing as imperfect, constraining, obsolete, not beautiful etc., but instead as a resource, a component, a stratum/layer and a basis for creativity. The idea of drawing value from everything existing, producing richness with less money but with the greater means and parameters offered by existing situations. Extending the story to do better and more of it. A process of regeneration, extension, adaption and re-use rather than replacement. This way of seeing, thinking, projecting is not really widespread. Making new, remove and replace, restarting from the empty remains mostly the way of doing; whereas the superposition, addition, combination, overlapping, infiltration, appear accurate, contemporary, rich, innovative. Therefore, with regard to this work of the semester and to conclude the guest invitation, I think it’s important to collect and publish these ideas and positions by students and teachers involved with the semester’s work. We hope that this booklet will leave a trace and a lasting material for reflection and discussion.

Nationalism: Past as Prologue began as a single volume being compiled by Ad Akande, a scholar from South Africa, who proposed it to me as co-author about two years ago. The original idea was to examine how the damaging roots of nationalism have been corroding political systems around the world, and creating dangerous obstacles for necessary international cooperation. Since I (Bruce E. Johansen) has written profusely about climate change (global warming, a.k.a. infrared forcing), I suggested a concerted effort in that direction. This is a worldwide existential threat that affects every living thing on Earth. It often compounds upon itself, so delays in reducing emissions of fossil fuels are shortening the amount of time remaining to eliminate the use of fossil fuels to preserve a livable planet. Nationalism often impedes solutions to this problem (among many others), as nations place their singular needs above the common good. Our initial proposal got around, and abstracts on many subjects arrived. Within a few weeks, we had enough good material for a 100,000-word book. The book then fattened to two moderate volumes and then to four two very hefty tomes. We tried several different titles as good submissions swelled. We also discovered that our best contributors were experts in their fields, which ranged the world. We settled on three stand-alone books:” 1/ nationalism and racial justice. Our first volume grew as the growth of Black Lives Matter following the brutal killing of George Floyd ignited protests over police brutality and other issues during 2020, following the police assassination of Floyd in Minneapolis. It is estimated that more people took part in protests of police brutality during the summer of 2020 than any other series of marches in United States history. This includes upheavals during the 1960s over racial issues and against the war in Southeast Asia (notably Vietnam). We choose a volume on racism because it is one of nationalism’s main motive forces. This volume provides a worldwide array of work on nationalism’s growth in various countries, usually by authors residing in them, or in the United States with ethnic ties to the nation being examined, often recent immigrants to the United States from them. Our roster of contributors comprises a small United Nations of insightful, well-written research and commentary from Indonesia, New Zealand, Australia, China, India, South Africa, France, Portugal, Estonia, Hungary, Russia, Poland, Kazakhstan, Georgia, and the United States. Volume 2 (this one) describes and analyzes nationalism, by country, around the world, except for the United States; and 3/material directly related to President Donald Trump, and the United States. The first volume is under consideration at the Texas A & M University Press. The other two are under contract to Nova Science Publishers (which includes social sciences). These three volumes may be used individually or as a set. Environmental material is taken up in appropriate places in each of the three books. * * * * * What became the United States of America has been strongly nationalist since the English of present-day Massachusetts and Jamestown first hit North America’s eastern shores. The country propelled itself across North America with the self-serving ideology of “manifest destiny” for four centuries before Donald Trump came along. Anyone who believes that a Trumpian affection for deportation of “illegals” is a new thing ought to take a look at immigration and deportation statistics in Adam Goodman’s The Deportation Machine: America’s Long History of Deporting Immigrants (Princeton University Press, 2020). Between 1920 and 2018, the United States deported 56.3 million people, compared with 51.7 million who were granted legal immigration status during the same dates. Nearly nine of ten deportees were Mexican (Nolan, 2020, 83). This kind of nationalism, has become an assassin of democracy as well as an impediment to solving global problems. Paul Krugman wrote in the New York Times (2019:A-25): that “In their 2018 book, How Democracies Die, the political scientists Steven Levitsky and Daniel Ziblatt documented how this process has played out in many countries, from Vladimir Putin’s Russia, to Recep Erdogan’s Turkey, to Viktor Orban’s Hungary. Add to these India’s Narendra Modi, China’s Xi Jinping, and the United States’ Donald Trump, among others. Bit by bit, the guardrails of democracy have been torn down, as institutions meant to serve the public became tools of ruling parties and self-serving ideologies, weaponized to punish and intimidate opposition parties’ opponents. On paper, these countries are still democracies; in practice, they have become one-party regimes….And it’s happening here [the United States] as we speak. If you are not worried about the future of American democracy, you aren’t paying attention” (Krugmam, 2019, A-25). We are reminded continuously that the late Carl Sagan, one of our most insightful scientific public intellectuals, had an interesting theory about highly developed civilizations. Given the number of stars and planets that must exist in the vast reaches of the universe, he said, there must be other highly developed and organized forms of life. Distance may keep us from making physical contact, but Sagan said that another reason we may never be on speaking terms with another intelligent race is (judging from our own example) could be their penchant for destroying themselves in relatively short order after reaching technological complexity. This book’s chapters, introduction, and conclusion examine the worldwide rise of partisan nationalism and the damage it has wrought on the worldwide pursuit of solutions for issues requiring worldwide scope, such scientific co-operation public health and others, mixing analysis of both. We use both historical description and analysis. This analysis concludes with a description of why we must avoid the isolating nature of nationalism that isolates people and encourages separation if we are to deal with issues of world-wide concern, and to maintain a sustainable, survivable Earth, placing the dominant political movement of our time against the Earth’s existential crises. Our contributors, all experts in their fields, each have assumed responsibility for a country, or two if they are related. This work entwines themes of worldwide concern with the political growth of nationalism because leaders with such a worldview are disinclined to co-operate internationally at a time when nations must find ways to solve common problems, such as the climate crisis. Inability to cooperate at this stage may doom everyone, eventually, to an overheated, stormy future plagued by droughts and deluges portending shortages of food and other essential commodities, meanwhile destroying large coastal urban areas because of rising sea levels. Future historians may look back at our time and wonder why as well as how our world succumbed to isolating nationalism at a time when time was so short for cooperative intervention which is crucial for survival of a sustainable earth. Pride in language and culture is salubrious to individuals’ sense of history and identity. Excess nationalism that prevents international co-operation on harmful worldwide maladies is quite another. As Pope Francis has pointed out: For all of our connectivity due to expansion of social media, ability to communicate can breed contempt as well as mutual trust. “For all our hyper-connectivity,” said Francis, “We witnessed a fragmentation that made it more difficult to resolve problems that affect us all” (Horowitz, 2020, A-12). The pope’s encyclical, titled “Brothers All,” also said: “The forces of myopic, extremist, resentful, and aggressive nationalism are on the rise.” The pope’s document also advocates support for migrants, as well as resistance to nationalist and tribal populism. Francis broadened his critique to the role of market capitalism, as well as nationalism has failed the peoples of the world when they need co-operation and solidarity in the face of the world-wide corona virus pandemic. Humankind needs to unite into “a new sense of the human family [Fratelli Tutti, “Brothers All”], that rejects war at all costs” (Pope, 2020, 6-A). Our journey takes us first to Russia, with the able eye and honed expertise of Richard D. Anderson, Jr. who teaches as UCLA and publishes on the subject of his chapter: “Putin, Russian identity, and Russia’s conduct at home and abroad.” Readers should find Dr. Anderson’s analysis fascinating because Vladimir Putin, the singular leader of Russian foreign and domestic policy these days (and perhaps for the rest of his life, given how malleable Russia’s Constitution has become) may be a short man physically, but has high ambitions. One of these involves restoring the old Russian (and Soviet) empire, which would involve re-subjugating a number of nations that broke off as the old order dissolved about 30 years ago. President (shall we say czar?) Putin also has international ambitions, notably by destabilizing the United States, where election meddling has become a specialty. The sight of Putin and U.S. president Donald Trump, two very rich men (Putin $70-$200 billion; Trump $2.5 billion), nuzzling in friendship would probably set Thomas Jefferson and Vladimir Lenin spinning in their graves. The road of history can take some unanticipated twists and turns. Consider Poland, from which we have an expert native analysis in chapter 2, Bartosz Hlebowicz, who is a Polish anthropologist and journalist. His piece is titled “Lawless and Unjust: How to Quickly Make Your Own Country a Puppet State Run by a Group of Hoodlums – the Hopeless Case of Poland (2015–2020).” When I visited Poland to teach and lecture twice between 2006 and 2008, most people seemed to be walking on air induced by freedom to conduct their own affairs to an unusual degree for a state usually squeezed between nationalists in Germany and Russia. What did the Poles then do in a couple of decades? Read Hlebowicz’ chapter and decide. It certainly isn’t soft-bellied liberalism. In Chapter 3, with Bruce E. Johansen, we visit China’s western provinces, the lands of Tibet as well as the Uighurs and other Muslims in the Xinjiang region, who would most assuredly resent being characterized as being possessed by the Chinese of the Han to the east. As a student of Native American history, I had never before thought of the Tibetans and Uighurs as Native peoples struggling against the Independence-minded peoples of a land that is called an adjunct of China on most of our maps. The random act of sitting next to a young woman on an Air India flight out of Hyderabad, bound for New Delhi taught me that the Tibetans had something to share with the Lakota, the Iroquois, and hundreds of other Native American states and nations in North America. Active resistance to Chinese rule lasted into the mid-nineteenth century, and continues today in a subversive manner, even in song, as I learned in 2018 when I acted as a foreign adjudicator on a Ph.D. dissertation by a Tibetan student at the University of Madras (in what is now in a city called Chennai), in southwestern India on resistance in song during Tibet’s recent history. Tibet is one of very few places on Earth where a young dissident can get shot to death for singing a song that troubles China’s Quest for Lebensraum. The situation in Xinjiang region, where close to a million Muslims have been interned in “reeducation” camps surrounded with brick walls and barbed wire. They sing, too. Come with us and hear the music. Back to Europe now, in Chapter 4, to Portugal and Spain, we find a break in the general pattern of nationalism. Portugal has been more progressive governmentally than most. Spain varies from a liberal majority to military coups, a pattern which has been exported to Latin America. A situation such as this can make use of the term “populism” problematic, because general usage in our time usually ties the word into a right-wing connotative straightjacket. “Populism” can be used to describe progressive (left-wing) insurgencies as well. José Pinto, who is native to Portugal and also researches and writes in Spanish as well as English, in “Populism in Portugal and Spain: a Real Neighbourhood?” provides insight into these historical paradoxes. Hungary shares some historical inclinations with Poland (above). Both emerged from Soviet dominance in an air of developing freedom and multicultural diversity after the Berlin Wall fell and the Soviet Union collapsed. Then, gradually at first, right wing-forces began to tighten up, stripping structures supporting popular freedom, from the courts, mass media, and other institutions. In Chapter 5, Bernard Tamas, in “From Youth Movement to Right-Liberal Wing Authoritarianism: The Rise of Fidesz and the Decline of Hungarian Democracy” puts the renewed growth of political and social repression into a context of worldwide nationalism. Tamas, an associate professor of political science at Valdosta State University, has been a postdoctoral fellow at Harvard University and a Fulbright scholar at the Central European University in Budapest, Hungary. His books include From Dissident to Party Politics: The Struggle for Democracy in Post-Communist Hungary (2007). Bear in mind that not everyone shares Orbán’s vision of what will make this nation great, again. On graffiti-covered walls in Budapest, Runes (traditional Hungarian script) has been found that read “Orbán is a motherfucker” (Mikanowski, 2019, 58). Also in Europe, in Chapter 6, Professor Ronan Le Coadic, of the University of Rennes, Rennes, France, in “Is There a Revival of French Nationalism?” Stating this title in the form of a question is quite appropriate because France’s nationalistic shift has built and ebbed several times during the last few decades. For a time after 2000, it came close to assuming the role of a substantial minority, only to ebb after that. In 2017, the candidate of the National Front reached the second round of the French presidential election. This was the second time this nationalist party reached the second round of the presidential election in the history of the Fifth Republic. In 2002, however, Jean-Marie Le Pen had only obtained 17.79% of the votes, while fifteen years later his daughter, Marine Le Pen, almost doubled her father's record, reaching 33.90% of the votes cast. Moreover, in the 2019 European elections, re-named Rassemblement National obtained the largest number of votes of all French political formations and can therefore boast of being "the leading party in France.” The brutality of oppressive nationalism may be expressed in personal relationships, such as child abuse. While Indonesia and Aotearoa [the Maoris’ name for New Zealand] hold very different ranks in the United Nations Human Development Programme assessments, where Indonesia is classified as a medium development country and Aotearoa New Zealand as a very high development country. In Chapter 7, “Domestic Violence Against Women in Indonesia and Aotearoa New Zealand: Making Sense of Differences and Similarities” co-authors, in Chapter 8, Mandy Morgan and Dr. Elli N. Hayati, from New Zealand and Indonesia respectively, found that despite their socio-economic differences, one in three women in each country experience physical or sexual intimate partner violence over their lifetime. In this chapter ther authors aim to deepen understandings of domestic violence through discussion of the socio-economic and demographic characteristics of theit countries to address domestic violence alongside studies of women’s attitudes to gender norms and experiences of intimate partner violence. One of the most surprising and upsetting scholarly journeys that a North American student may take involves Adolf Hitler’s comments on oppression of American Indians and Blacks as he imagined the construction of the Nazi state, a genesis of nationalism that is all but unknown in the United States of America, traced in this volume (Chapter 8) by co-editor Johansen. Beginning in Mein Kampf, during the 1920s, Hitler explicitly used the westward expansion of the United States across North America as a model and justification for Nazi conquest and anticipated colonization by Germans of what the Nazis called the “wild East” – the Slavic nations of Poland, the Baltic states, Ukraine, and Russia, most of which were under control of the Soviet Union. The Volga River (in Russia) was styled by Hitler as the Germans’ Mississippi, and covered wagons were readied for the German “manifest destiny” of imprisoning, eradicating, and replacing peoples the Nazis deemed inferior, all with direct references to events in North America during the previous century. At the same time, with no sense of contradiction, the Nazis partook of a long-standing German romanticism of Native Americans. One of Goebbels’ less propitious schemes was to confer honorary Aryan status on Native American tribes, in the hope that they would rise up against their oppressors. U.S. racial attitudes were “evidence [to the Nazis] that America was evolving in the right direction, despite its specious rhetoric about equality.” Ming Xie, originally from Beijing, in the People’s Republic of China, in Chapter 9, “News Coverage and Public Perceptions of the Social Credit System in China,” writes that The State Council of China in 2014 announced “that a nationwide social credit system would be established” in China. “Under this system, individuals, private companies, social organizations, and governmental agencies are assigned a score which will be calculated based on their trustworthiness and daily actions such as transaction history, professional conduct, obedience to law, corruption, tax evasion, and academic plagiarism.” The “nationalism” in this case is that of the state over the individual. China has 1.4 billion people; this system takes their measure for the purpose of state control. Once fully operational, control will be more subtle. People who are subject to it, through modern technology (most often smart phones) will prompt many people to self-censor. Orwell, modernized, might write: “Your smart phone is watching you.” Ming Xie holds two Ph.Ds, one in Public Administration from University of Nebraska at Omaha and another in Cultural Anthropology from the Chinese Academy of Social Sciences, Beijing, where she also worked for more than 10 years at a national think tank in the same institution. While there she summarized news from non-Chinese sources for senior members of the Chinese Communist Party. Ming is presently an assistant professor at the Department of Political Science and Criminal Justice, West Texas A&M University. In Chapter 10, analyzing native peoples and nationhood, Barbara Alice Mann, Professor of Honours at the University of Toledo, in “Divide, et Impera: The Self-Genocide Game” details ways in which European-American invaders deprive the conquered of their sense of nationhood as part of a subjugation system that amounts to genocide, rubbing out their languages and cultures -- and ultimately forcing the native peoples to assimilate on their own, for survival in a culture that is foreign to them. Mann is one of Native American Studies’ most acute critics of conquests’ contradictions, and an author who retrieves Native history with a powerful sense of voice and purpose, having authored roughly a dozen books and numerous book chapters, among many other works, who has traveled around the world lecturing and publishing on many subjects. Nalanda Roy and S. Mae Pedron in Chapter 11, “Understanding the Face of Humanity: The Rohingya Genocide.” describe one of the largest forced migrations in the history of the human race, the removal of 700,000 to 800,000 Muslims from Buddhist Myanmar to Bangladesh, which itself is already one of the most crowded and impoverished nations on Earth. With about 150 million people packed into an area the size of Nebraska and Iowa (population less than a tenth that of Bangladesh, a country that is losing land steadily to rising sea levels and erosion of the Ganges river delta. The Rohingyas’ refugee camp has been squeezed onto a gigantic, eroding, muddy slope that contains nearly no vegetation. However, Bangladesh is majority Muslim, so while the Rohingya may starve, they won’t be shot to death by marauding armies. Both authors of this exquisite (and excruciating) account teach at Georgia Southern University in Savannah, Georgia, Roy as an associate professor of International Studies and Asian politics, and Pedron as a graduate student; Roy originally hails from very eastern India, close to both Myanmar and Bangladesh, so he has special insight into the context of one of the most brutal genocides of our time, or any other. This is our case describing the problems that nationalism has and will pose for the sustainability of the Earth as our little blue-and-green orb becomes more crowded over time. The old ways, in which national arguments often end in devastating wars, are obsolete, given that the Earth and all the people, plants, and other animals that it sustains are faced with the existential threat of a climate crisis that within two centuries, more or less, will flood large parts of coastal cities, and endanger many species of plants and animals. To survive, we must listen to the Earth, and observe her travails, because they are increasingly our own.

AbstractArtificial intelligence implemented in a great diversity of systems, such as smartphones, computers, or robots, is progressively invading almost all aspects of life. Education is already concerned by this revolution, as are medicine or care for elderly people. Education is indeed a special case, because it is fundamentally based on the relationship, involving love and emotions as well as knowledge, between a fragile child and an adult. But teachers are becoming rare and education expensive: The Earth demography is here an economical challenge. We examine some of the various modalities of teacher substitution, companionship or computer-resources which are already experimented, and discuss their ethical aspects. We conclude on the positive aspects of computer-aided education, which does not substitute the teacher, but may help and provide continued professional development.

AbstractThis paper presents the results of a systematic review of the literature relating to artificial intelligence (AI) and machine learning (ML) education at school level. We conducted a search of the ACM Full-text Collection and 33 papers from the 197 search results were selected for analysis. In this context, we considered the research questions: 1) Who has been the focus of the research?, 2) What course content appears in the research?, and 3) Where has the research taken place? We find that there has been a recent marked increase in research on AI/ML for school level education, although most of this has been based in the United States. The majority of this research focuses on students, with very little specifically addressing teachers, experts, parents, or the wider school community. There is also a lack of attention paid to research focused on women or those from historically underrepresented groups and equity of access to AI/ML courses for school-level students. Finally, the content covered in the courses described in this research varies widely, possibly because there is so little alignment to computer science (CS) frameworks or curricula.

Abstract New emerging digital technologies such as artificial intelligence, virtual reality, augmented reality, cloud computing, blockchain, robotization, the Internet of Things, big data, etc. have produced a powerful disruptive effect in almost all areas of our existence and have radically changed the way we live, work, learn or relax. Without consciously realizing it, everyone is adapting to the digital era. As nothing “escapes” the all-encompassing digital transformation, higher education follows track too. So, it is natural to ask ourselves: what are the higher education institutions doing to keep up with this rapidly evolving digital world? In this paper, we present the case of West University of Timişoara as an example of good practice in dealing with the effects of digital transformation on the university and its academic community (teachers, students, administrative staff). Our goal is to gain an understanding of what is being proposed through the institutional development strategy, and what is actually happening in our university from the digitalization perspective. Thus, we conduct an exploratory research using a quantitative approach that involves a survey applied to students enrolled in different study programs, at different levels. We focus on their opinion about how our university can prepare and transform in order to adopt an integrated digital approach, looking into topics like: technology-enabled services, digital enrollment of students, digitization of the administrative processes, implementation of digital procedures to offer recommendations or file complains, digital curricula, new modes of digital learning delivery, etc. Our findings reveal that West University of Timişoara must take significant steps towards the implementation of digital transformations, while, however, remaining watchful and cautious of the hidden implications of this process.

AbstractAI In this era, scene based translation and intelligent word segmentation are not new technologies. However, there is still no good solution for long and complex Chinese semantic analysis. The subjective question scoring still relies on the teacher's manual marking. However, there are a large number of examinations, and the manual marking work is huge. At present, the labor cost is getting higher and higher, the traditional manual marking method can't meet the demand The demand for automatic marking is increasingly strong in modern society. At present, the automatic marking technology of objective questions has been very mature and widely used. However, by reasons of the complexity and the difficulty of natural language processing technology in Chinese text, there are still many shortcomings in subjective questions marking, such as not considering the impact of semantics, word order and other issues on scoring accuracy. The automatic scoring technology of subjective questions is a complex technology, involving pattern recognition, machine learning, natural language processing and other technologies. Good results have been seen in the calculation method-based deep learning and machine learning. The rapid development of NLP technology has brought a new breakthrough for subjective question scoring. We integrate two deep learning models based on the Siamese Network through bagging to ensure the accuracy of the results, the text similarity matching model based on the birth networks and the score point recognition model based on the named entity recognition method respectively. Combining with the framework of deep learning, we use the simulated manual scoring method to extract and match the score point sequence of students’ answers with standard answers. The score recognition model effectively improves the efficiency of model calculation and long text keyword matching. The loss value of the final training score recognition model is about 0.9, and the accuracy is 80.54%. The accuracy of the training text similarity matching model is 86.99%, and the fusion model is single. The scoring time is less than 0.8s, and the accuracy is 83.43%.

Many challenges of the contemporary world bring prospective teachers in a position to interrogate their own conceptions about the image that will educate the children. Teachers with experience of new generations of pupils speak with delight but also with fear. There are other children, should be treated otherwise? Their world is not the world we are trained to educate. Our study hypothesis is the fact that to begin a training program for future teachers should have a good knowledge of the general profile of the child today, in the context of a complex and dynamic social context. The study findings are built as prerequisites to substantiate initial training of teachers, who need to reflect deeply. They can respond to new categories on which training needs most times I reflected in philosophical manner. The content of teacher training should focus on the role of virtual environments to create situations of training, design and exploitation creative educational software, evaluation assisted digital educational management, investigation - internet communication on issues of education, psycho-pedagogical and career Computer-Assisted, etc .. Also, teacher training must take into account the experience gained through the implementation of the agreements between traditional education and practice or knowledge of the entire teaching obvious transformations that are generated by harnessing information and communication resources of computers. By integrating students will be trained in intelligence gathering activities on the Internet to solve problems, they will communicate and collaborate. Using a blog and not a simple web page, the teacher may receive comments and questions from his students and they can answer. This Communication aims to support students; information, useful contacts for further in-depth study can be posted on forums or on a learning platform specially created.

In the early 2000s, colleagues and I developed The Intelligent Book – a suite of technologies for adaptive materials, that let students work with smart graphical exercises as if the AI was their partner rather than their marker. We envisaged a future where online content would be brimming with interactive models, lettings students explore and tinker with problems alongside AI that would guide students in their thinking. The browsers of the day were technically limited, but since then, the technological landscape of the web has transformed. Meanwhile, online education (especially during the Covid-19 pandemic) has grown the need for interactive materials that “understand what they teach” and can make explanations explorable and “proddable”. In online education, physical group activities (e.g., programming robots) are not available to us, and we see a growing need for digital experiences and models to replace the responsiveness that comes from tangible interaction with a device or experiment. Over the last two years, I have begun revisiting the ideas of the Intelligent Book for the modern technology landscape. This paper gives an early overview of the project, working once again towards infrastructure for self-publishable courses that can be full to overflowing with proddable and explorable models.

Some earlier researchers in the field of domain-independent web-based teaching systems focused on the process of authoring, tools for its support, and their main requirements (flexibility, adaptivity, sharing, and reusability) are Vassileva, 1995; Murray, 1999; Devidzic, 2001; Aroyo & Dicheva, 2004. As testing is a crucial part of each teaching process to put a web-based teaching system into the real practice to great degree depends on the acceptance of the corresponding testing subsystem by the teachers' community. In this connection measuring the author's personal assessment in e-testing presents of interest from both theoretical and practical points of view. With this aim during the first semester of the current academic year at Ruse University a natural experiment was carried out. Its results are presented and discussed in this paper structured as follows: 1) A detail description of the participants and organization of the experiment, in which the developer of the authoring tool of an e-testing environment was playing the role of an instructor, and master degree students the role of the authors of the e-tests on the lecture course "Intelligent Teaching Environments"; 2) Description of the structure and contents of the test word document, prepared by each student; 3) Short instructions for uploading the test by means of the authoring tool; 4) Raw data including time and collected in an Excel table; 5) Proposed analytical model for the e-test author assessment and its graphical interpretation; 6) Verification of the model computing the correlation with the six-points scale marks, given by the instructor, and 7) Benefits of embedding the proposed model in the authoring tool for e-testing.

The arrival of Web 2.0 has changed dramatically the way that we learn and we communicate. There is a growing number of educational courses that are massive, open, participatory and support the idea of distributed intelligence and lifelong learning. They are known as Massive Open Online Courses (MOOCs). That means that nowadays language competencies and intercultural skills are more that ever key qualifications for everyone who aims to work and live successfully in this new reality. These needs paved the way for the creation of the first "massive and open" online foreign language courses. With no doubt Web 2.0 services can support a promising and authentic language learning environment. However the design of successful MOOCs for language learning and their evaluation is not a simple process. This paper aims to provide a guidelines for the design and evaluation of future language learning MOOCs to language teachers and instructional designers. More specifically the paper will first present the challenges that a language instructor faces in order to design an online language course and then it will analyze the basic elements that successful online language courses should have. It will continue with a brief presentation of the shift from online language courses to "massive and open" online language courses. Next, it will follow a proposal of a framework for the design and evaluation of an efficient language learning MOOC that basically supports the individual as well as the collective learning. In the end, the author will draw some first conclusions and will share the next steps of her ongoing research.

In the last couple of years, weakly labeled learning has turned out to be an exciting approach for audio event detection. In this work, we introduce webly labeled learning for sound events which aims to remove human supervision altogether from the learning process. We first develop a method of obtaining labeled audio data from the web (albeit noisy), in which no manual labeling is involved. We then describe methods to efficiently learn from these webly labeled audio recordings. In our proposed system, WeblyNet, two deep neural networks co-teach each other to robustly learn from webly labeled data, leading to around 17% relative improvement over the baseline method. The method also involves transfer learning to obtain efficient representations.