Publications internationales
Résumé: In this paper, we discuss cooperative approach to solve the problem of navigation for autonomous mobile robots in fully dynamic environments, it is about building an environment of robotics specific to a construction site where such robots must cooperate to deal with the functions related to the site. For that, we used the power of the biological inspiration; the genetic algorithms (GA's) because theirs capacity to solve hard problems in short time in any environment with increasing complexity which are an interesting alternative to conventional methods of path planning. Our work is to determine the optimal path of several mobile robots using genetic algorithms in a dynamic environment. The evaluation of paths is a ``fitness'' function based on the path length. This method is implemented and tested on several scenarios. The results demonstrate the robustness and performance of our approach.
Résumé: The Research in Human Interactive Learning Environment (HILE) evolves in three directions:adaptive hypermedia which allow a presentation of educational hypermedia documents adapted to the learner’s level, pedagogical simulator in a distance learning context and animated pedagogical agents which aims at explaining the course and motivating the learner by communica tive and emotional aspects through verbal and non-verbal communication signs. In this paper, we present a new approach aiming to integrate a pedagogical agents and pedagogical simulator (cooperation in distance learning context) which are in fact complementary but not yet satisfactorily integrated in the current systems. Our global gait is based on studies emanating from interpersonal multimodal communication domain, and on analyses of the multimodal behavior of the teachers facing the learners. In this paper we describe an environment permitting, for a given pedagogical situation (learner’s level, content to present), to distribute the adaptative presentation between the simulator and the pedagogical agent.
Résumé: This paper describes the architecture of an Interactive Learning Environment (ILE) on the Internet using companions, including a human one geographically distant from the learning site. The achieved system relies on 3-tiers Client/Server architecture (Client, Web Server, Data and applications Server) where human and software agents can communicate via the Internet and use the DTL strategy (Double Test Learning). The architecture contains five main agents: a tutor agent in charge of guiding the learner; a system agent whose role is to manage and to control the accesses to the system; a teacher agent in charge of the management and the updating of the different bases; a learner agent representing the main agent of the system for whom the teaching is dedicated, and finally a learning companion agent whose role can sometimes be as an assistant, and other times, as a troublemaker.
Résumé: Several works on engineering Learning Active Situations (LAS) gave birth to tools for distance learning scriptwriting based on collaboration and interactivity. This paper describes a distance-learning environment that integrates a simulator for interactive pedagogical activities dedicated to the teaching of the compilation. The achieved prototype, SAPIENCE, is a framework based on controlled simulation. The device software uses the notion of interactivity with its different kinds in order to conceive LAS founded on the pedagogical script forms and the script monitor concepts. The teacher possesses tools enabling him/her to work out some LAS according to the learner’s profile, to adapt the pedagogical strategies, to supervise the different registered learners in the different sessions in a personalized way, or in a group; and so, to control the learner’s activities and to provide the most adapted pedagogical assistance.
Communications internationales
Résumé: Several works on engineering of learning active situations (LAS) gave birth to tools for distance learning scriptwriting based on collaboration and interactivity. This paper describes a distance-learning environment that integrates a simulator of interactive pedagogical activities dedicated to the teaching of the compilation. The achieved prototype, SAPIENCE is a framework based on controlled simulation. The device software uses the notion of interactivity with its different kinds in order to conceive learning active situations (LAS) founded on the pedagogical script forms and the script monitor concepts. The teacher possesses tools enabling him/her to work out some LAS according to the learner’s profile, to adapt the pedagogical strategies, to supervise the different registered learners in the different sessions in a personalized way, or in a group; and so, to control learner’s activities and to provide the most adapted pedagogical assistance.
Résumé: Many Intelligent Tutoring Systems (ITS) using a learning machine companion called Learning Companion Systems (LCS) has been developed these last years. These systems involve three agents: a teacher, a student and a companion. These systems use the idea that the social interaction has an influence on the cognitive development. The basic idea is that the student can learn from his mistakes and can benefit from the companion's mistakes. The companion is looked for assistance, and other times as a troublemaker. The goal of the learning companion is to stimulate through collaboration competition and demonstration. This paper outlines the architecture of an intelligent tutoring system based on the Double Test Learning (DTL) strategy and using two companions as a co-students where one of both is a troublemaker. The system called DB-TUTOR is proposed to teaching the databases for the students of the third year of the graduate cycle. The DTL strategy introduces a co-student in the learning session that receives the same training as the human student. The idea of the DTL strategy, which contains four phases, is based on that the student will benefit from the co-students's mistakes and their behavior. When the training phase is completed, the tutor will test the co-students. In this phase called Post-Test1, the student will follow the interaction between the tutor and the co-students and he can mention observations about the behavior of the co-students in a notebook that is created for that fact. This interaction consists of a sequence of question/answer that is evaluated by the tutor. In the second phase called post-test2, the tutor will evaluate the human student, which will react to the interaction without his notebook. We propose a student model taking into account the DTL strategy for the evaluation phase. A prototype of the DB-TUTOR system has been developed under DELPHI 5 environment