WorldCat Identities

Tracy, Susan

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Most widely held works about Susan Tracy
 
Most widely held works by Susan Tracy
Midsomer murders by Caroline Graham( Visual )

1 edition published in 2009 in English and held by 368 WorldCat member libraries worldwide

The cozy villages of Midsomer County reveal their most sinister secrets in these four contemporary British television mysteries. Dance with the dead: A young man's apparent suicide leads Barnaby and his team searching for the man's missing girlfriend and ballroom dance partner. Animal within: When a woman presumed dead in a plane crash visits her uncle's estate three years later, she surprises everyone there, but it's an even greater shock when the uncle is murdered without a clear heir. King's crystal: Barnaby investigates a bitter feud at the heart of a family-owned glassworks involving the death of the family accountant. Axeman cometh: An aging band making a comeback tour stops for a concert in Midsomer, but someone's out to murder the band members one by one
Virginia Woolf's Mrs. Dalloway( Visual )

4 editions published between 1988 and 2005 in English and held by 83 WorldCat member libraries worldwide

"This ... program intercuts scenes from a ... dramatization of Mrs. Dalloway with a portrayal of Virginia Woolf -- played by actress Eileen Atkins -- who, based on entries from her diary, explicates the story. Literary critic Hermione Lee addresses topics in the novel such as the significance of shared external events and the theme of emotional bankruptcy ..."--Container
Artificial intelligence in education : 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 - July 2, 2011; proceedings by Gautam Biswas( )

11 editions published in 2011 in English and Undetermined and held by 67 WorldCat member libraries worldwide

This book constitutes the refereed proceedings of the 15th International Conference on Artificial Intelligence in Education, AIED 2011, held in Auckland, New Zealand in June/July 2011. The 49 revised full papers presented together with three invited talks and extended abstracts of poster presentations, young researchers contributions and interactive systems reports and workshop reports were carefully reviewed and selected from a total of 193 submissions. The papers report on technical advances in and cross-fertilization of approaches and ideas from the many topical areas that make up this highly interdisciplinary field of research and development including artificial intelligence, agent technology, computer science, cognitive and learning sciences, education, educational technology, game design, psychology, philosophy, sociology, anthropology and linguistics
Hygiene, infectious diseases and dietetics by Dennis Herbert GEFFEN( Book )

9 editions published between 1952 and 1957 in English and held by 37 WorldCat member libraries worldwide

Anything goes : NT 2003 National Theatre recording by Cole Porter( Recording )

3 editions published in 2003 in English and held by 30 WorldCat member libraries worldwide

Measuring and visualizing learning in the information-rich classroom by Peter Reimann( Book )

5 editions published between 2015 and 2016 in English and held by 28 WorldCat member libraries worldwide

Measuring and visualizing learning in the information-rich classroom collects research on the implementation of classroom assessment techniques in technology-enhanced learning environments. Building on research conducted by a multinational and multidisciplinary team of learning technology experts, and specialists from around the globe, this book addresses these discrepancies. With contributions from major researchers in education technology, testing and assessment, and education psychology, this book contributes to a holistic approach for building the information infrastructure of the 21st century school
Yesterday's bride by Susan Tracy( Book )

6 editions published between 1982 and 2002 in 4 languages and held by 20 WorldCat member libraries worldwide

Extending the scope of the student model by Susan Bull( Book )

3 editions published in 1995 in English and held by 9 WorldCat member libraries worldwide

Abstract: "In this paper we maintain that there are benefits to extending the scope of student models to include additional information as part of the explicit student model. We illustrate our argument by describing a student model which focuses on 1. performance in the domain; 2. acquisition order of the target knowledge; 3. analogy; 4. learning strategies; 5. awareness and reflection. The first four of these issues are explicitly represented in the student model. Awareness and reflection should occur as the student model is transparent; it is used to promote learner reflection by encouraging the learner to view, and even negotiate changes to the model. Although the architecture is transferable across domains, each instantiation of the student model will necessarily be domain specific due to the importance of factors such as the relevant background knowledge for analogy, and typical progress through the target material. As an example of this approach we describe the student model of an intelligent computer assisted language learning system which was based on research findings on the above five topics in the field of second language acquisition. Throughout we address the issue of the generality of this model, with particular reference to the possibility of a similar architecture reflecting comparable issues in the domain of learning about electrical circuits."
"Did I say what I think I said, and do you agree with me?" : inspecting and questioning the student model by Susan Bull( Book )

3 editions published in 1995 in English and held by 9 WorldCat member libraries worldwide

Abstract: "This paper describes a student model which is open to learner inspection, and whose contents may be jointly negotiated by the student and system. Both the learner and the system have the opportunity to defend their own, and argue against the other's beliefs about the student. This discussion between the learner and system is designed on the one hand to result in a more accurate student model, and more importantly, also to promote learner reflection and therefore to contribute directly to learning. A preliminary evaluation shows that students are willing to inspect their own student model, and moreover, they will challenge the model if they disagree with its contents."
Toward user/system collaboration in the development of a student model for intelligent computer assisted language learning by Susan Bull( Book )

2 editions published in 1993 in English and held by 8 WorldCat member libraries worldwide

Abstract: "This paper examines research in the field of collaborative learning, concentrating on aspects suitable for use in an intelligent computer assisted language learning (ICALL) system. Current work on the project focuses on the construction of a student model, based on the notion that a model constructed and repaired through collaboration between the system and student will lead to a more accurate representation of the learner's beliefs, and it is less likely to be regarded with suspicion by the student. Further, the act of collaboration should promote reflection on both the language to be learnt and the student's approaches to learning."
Student modelling in an intelligent computer assisted language learning system : the issues of language transfer and learning strategies by Susan Bull( Book )

2 editions published in 1993 in English and held by 8 WorldCat member libraries worldwide

Abstract: "This paper presents the student model of an intelligent computer assisted language learning (ICALL) system to facilitate the acquisition of clitic pronoun placement in European Portuguese. The student model is the focal point of the system; it is inspectable, and can be modified through user/system negotiation (both to obtain a more accurate model and to promote learner reflection). The paper describes the evaluation of the initial learner profile which is used as the basis upon which to construct a more detailed student model during the interactions which follow. The information to be obtained relates to the learner's native and foreign language background, his use of language learning strategies, and his proficiency in Portuguese. The manner in which the learner's background languages and learning strategies relate to the student model is described, and user reactions to this approach are presented in order to demonstrate its validity."
Using targeted negotiation to support students' learning by Susan Bull( Book )

3 editions published in 1995 in English and held by 8 WorldCat member libraries worldwide

"Student/system negotiation provides students with the opportunity to assume more responsibility for their own learning. This paper discusses the notion of targeted negotiation, an approach to providing negotiation for specific purposes in intelligent learning environments (ILEs). This targeted negotiation may potentially be aimed at a variety of aspects of ILEs; the object of negotiation will depend on what is appropriate for the particular learning environment. As examples we illustrate two approaches by referring to two systems which employ negotiation for different functions. In one, the object of negotiation is the application of domain knowledge, and the domain knowledge itself. In this system this is necessary because the domain is creative. In the second ILE it is the contents of the student model which are negotiable; here the process is aimed at increasing learner awareness and reflection, thus learning, rather than the domain, is the target of negotiation."
Mr. Collins : a collaboratively constructed, inspectable student model for intelligent computer assisted language learning by Susan Bull( Book )

2 editions published in 1995 in English and held by 8 WorldCat member libraries worldwide

Abstract: "This paper describes 'Mr. Collins', a student model for intelligent computer assisted language learning (ICALL), which is based on the results of empirical studies conducted in the target domain. 'Mr. Collins' is constructed and updated through student/system collaboration. This collaborative approach to learner modelling aims both to promote student reflection through discussion of the student model, and to provide more detailed and accurate information for the model. Due to his own contributions the student is less likely to regard the model with suspicion. Because the student model is the focus of the system, it must contain more information than is typically found in learner models. Therefore, in addition to domain knowledge and misconceptions, 'Mr. Collins' also models learner confidence, background languages and learning strategies. The typical acquisition sequence for the target rules is explicitly modelled to provide an additional perspective from which the system may assess learner input."
Global health research ethics by Susan Bull( )

1 edition published in 2009 in English and held by 7 WorldCat member libraries worldwide

This is the fourth in the Yourprof series entitled Global Health Research Ethics. This series provides a rich resource for anyone wishing to better understand the issues and challenges of conducting health research around the world. In this Talk, Susan Bull explores the challenges of seeking consent in global health research
Collaboration and reflection in the construction of a student model for intelligent computer assisted language learning by Susan Bull( Book )

2 editions published in 1993 in English and held by 7 WorldCat member libraries worldwide

Abstract: "This paper describes the design of an intelligent computer assisted language learning (ICALL) system which focuses on a collaborative student model. The issues involved in this approach are the consideration of the individual learner's language background and learning strategies, and the embedding of this information within a novel, collaborative approach to learner modelling. The student model is based on the notion that a model constructed and repaired through collaboration between the system and student will lead to a more accurate representation of the learner's beliefs, and it is less likely to be regarded with suspicion by the student. Moreover, the act of collaboration will promote learner reflection on both the language to be acquired and the student's approaches to learning. Thus, in addition to being in a position to provide more comprehensive and accurate information to the tutorial module, the student model is also an important learning resource. The theme of learner reflection is further nurtured by an inspectable record of previous versions of the student model, and anticipated future states."
Goal-oriented software : when the development process is different by S Bull( Book )

3 editions published in 1994 in English and held by 6 WorldCat member libraries worldwide

Learning languages : implications for student modelling in ICALL by Susan Bull( Book )

3 editions published in 1994 in English and held by 6 WorldCat member libraries worldwide

Collaborative student modelling in foreign language learning by Susan Bull( )

6 editions published between 1996 and 1997 in English and held by 6 WorldCat member libraries worldwide

Student modelling beyond domain knowledge by Susan Bull( Book )

3 editions published in 1994 in English and held by 6 WorldCat member libraries worldwide

A student model "for its own sake" by Helen Pain( Book )

1 edition published in 1996 in English and held by 6 WorldCat member libraries worldwide

Abstract: "There is an important role for student modelling in the area of collaborative assessment (i.e. where student and system collaborate over a final, agreed assessment). This product of negotiation can be viewed as an agreed student model (the assessment), endorsed by both system and student. We describe the results of an empirical study to identify some of the features necessary for inclusion in a student/system collaborative assessment environment. We found that students are able to defend their assessments to a teacher, and an agreed resolution of the assessment is possible. Different sequences of actions were used by students and teachers in the process of resolution of disagreement. The implications for a negotiated student model designed for collaborative assessment are discussed."
 
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Audience level: 0.38 (from 0.15 for Midsomer m ... to 0.99 for Susan Trac ...)

Midsomer murders
Covers
Artificial intelligence in education : 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 - July 2, 2011; proceedings
Alternative Names
Bull, Susan, approximately 1759-1843

Bull, Susannah, approximately 1759-1843

Tracy, Susan, ca. 1759-1843

Tracy, Susannah, approximately 1759-1843

Tracy, Uriah, Mrs., approximately 1759-1843

Languages