Schedule and Readings
(subject to changes)
Post questions on readings in Piazza
use specific folder, e.g. "Jan 13" to post the questions for the corresponding class
Questions for Tuesday class are due Monday @ noon
Questions for Thursday class is due Wednesday @ 6pm
Upload your summaries in Canvas
Due by 12noon before class
January
|
Tu. 11 |
Introduction |
|
| Th. 13 |
slides User-Adaptive Systems |
A. Jameson. "Adaptive Interfaces and Agents" in Human-Computer Interface Handbook, 2008
Two question by 6pm on Wed. No summary (post questions in Piazza, folder "Jan13" |
|
Tu. 18 |
Mixed-Initiative Interaction |
E. Horvitz. Principles of Mixed-Initiative User Interfaces. CHI '99, 159166 One question by noon Monday No summary
Bunt A., Conati C. and McGrenere J. (2007). Supporting Interface Customization Using a Mixed-Initiative Approach. IUI 2007, International Conference on Intelligent User Interfaces, 92-101. One Question and summary by noon Monday (post questions in Piazza folder "Jan18" |
|
Th. 20 |
Mixed-Initiative Interaction | No new reading. We will continue the discussion of the papers from Tuesday |
|
Tu. 25
|
Taking Over Routine tasks/Provision of Help |
(By now you should know by when to submit your material and how ;-) |
|
Th. 27
|
Provision of Help |
Learning information intent via observation. WWW 2007: p. 51-60
Two question |
february
|
Tu. 1 |
Adapting the Interface
|
Gotz et al. Adaptive Contextualization: Combating Bias During High-Dimensional Visualization and Data Selection. IUI 2016: p. 85-95 [FELIPE]
One
Gajos, K. et al (2006) . Exploring the design space for adaptive graphical user interfaces. In Proceedings of AVI ’06, Advanced Visual Interfaces Two questions
|
|
Th 3 |
Adapting the Interface
|
Liu et al (2017) BIGnav: Bayesian Information Gain for Guiding Multiscale Navigation (link) , CHI 2017, p. 5869-5880 [Liam]
One |
| Tu 8 | Support to Human Learning |
Corbett, A. et al. (2000) Modeling Student Knowledge: Cognitive Tutors in High School and College. User Model. User-Adapt. Interact. 10(2-3): 81-108 (mandatory sections 1, 2, 4.5 and 6) [Jocelyn]
T
|
| Th. 10 | Support To Human Learning | Mitrovic T. (2010). Modeling Domains and Students with Constraint-based Modeling. In Advances in Intelligent Tutoring Systems, Springer p. 63-80. (can skip sections 4.4.3, 4.4.4, 4.5, 4.6.2, 4.6.3) [Mary] One Kodaganallur, V., Weitz, R. R. and Rosenthal, D. (2005). A Comparison of Model-Tracing and Constraint-Based Intelligent Tutoring Paradigms. International Journal of AI in Education 15, 117-144. Two questions Slides about A rebuttal To Mitrovic's Rebuttal [non mandatory]
Viswanathan
Kodaganallur, Rob
R. Weitz, David
Rosenthal: |
| Tu 15 |
Slides for ACE (Merten paper) Support To Human Learning by Adapting to Affect and Metacognition |
Merten and Conati (2006). Eye-Tracking to Model and Adapt to User Meta-cognition in Intelligent Learning Environments. Proceedings of IUI 06, International Conference on Intelligent User Interfaces, 8 pages
One Conati C. (2011) Combining cognitive appraisal and sensors for affect detection in a framework for modeling user affect Two questions New perspectives on affect and learning technologies, 71-84 |
| Th 17 | Adapting to Affect |
Paquette et al (2015)
Sensor-Free or Sensor-Full: A Comparison of Data Modalities in
Multi-Channel Affect Detection.
EDM 2015:
93-10 [Rohit]
T
|
| READING WEEK |
march
|
Tu 1
|
Project Proposals (groups) |
Each proposal should
be presented with slides that describe - the problem (strongly recommended to use a running example to clarify), - brief summary of relevant related work - tentative proposed solution(s), - envisioned challenges - tentative workplan and timeline One of the purposes of this presentation is to get feedback from the class, so feel free to mention specific points on which you may want this feedback. Plan for about 10' of presentation. The 3-page proposal mentioned in the syllabus (containing the same info as above) will not be due until Friday end of the day |
|
Th 3 |
Adapting to Affect |
Pielot, et al (2015) When attention is not scarce-detecting boredom from mobile phone usage. In Proceedings of the 2015 ACM International Joint Conference on Pervasive and Ubiquitous Computing, ACM(2015), 825–836 [Karyn]
One |
| Tu 8 | Support to Info Acquisition/Decision Making |
S Two questions [Moved from March 3]
|
|
Th. 10 |
Support to Info Acquisition/Decision Making |
Good,N.,et al .,Combining Collaborative Filtering with Personal Agents for Better Recommendations. Proceedings of the 1999 Conference of the American Association of Artificial Intelligence (AAAI-99). pp 439-446 [Harshinee]
One
|
|
Tu 15 |
Support to Info
Acquisition/Decision Making
|
One
|
|
Th, 17 |
Support to Info
Acquisition/Decision Making
Explainability and Trust |
Two questions
Wang,
et al
One |
|
Tu 22 |
Project Update - 8' for groups of 2 - 10' for groups of 3
Make sure to - highlight any change you made in response to feedback you received on the proposal and/or during the initial presentation - describe progress made so far - discuss any challenges encountered and your ideas on how to overcome them - present an updated project timeline
|
|
|
Th. 24 |
Explainability and Trust |
Abdul et al. Trends and Trajectories for Explainable, Accountable and Intelligible Systems: An HCI Research Agenda. CHI 2018: (10 pages of text) Two questions
One |
|
Tu 29 |
Explainability and Trust
Socially Intelligent Agents |
Millecamp et al. To explain or not to explain: the effects of personal characteristics when explaining music recommendations. IUI 2019: 397-407 Two questions
[Ritschel,
et al (2019)
One |
|
Th 31 |
Socially Intelligent Agents |
Romero et al (2017) Cognitive-Inspired
Conversational-Strategy Reasoner for Socially-Aware Agents. IJCAI
2017, 3807-3813
[Arash]
T |
April
| 5 | NO CLASS - The April 7 class is instead instead | |
| 7 | Final
project Presentation
Class might last until 1:45 latest |
- maximum 20'
presentation time per group, plus time for questions - After the first 3 groups, we will take a break and move to room ICICS/CS 104. - The two remaining groups will present here
Make sure that your presentation includes - the problem you are addressing and how it is related to the course - clear positioning of your project with respect to related work - your proposed solution - evaluation, if any. - discussion of contributions - limitations - possibilities for future work. These last two points are very important. A good discussion here can compensate for limitations in what you actually managed to do.
|
| 21 | Final project report Due |