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Issue 4 - December 2013




December 2013

Issue 4

Intelligent Tutoring for Lifelong Learning – I-TUTOR project

The Intelligent Tutoring for Lifelong Learning – I-TUTOR project aims at developing a multi-agent based, user-friendly intelligent tutoring system to support online teachers, trainers, tutors and learners. The system is to be applied in open source learning environments, and will monitor, track, analyze and give formative assessment and feedback to students within the learning environment while giving input to tutors and teachers involved in distance learning to enhance their role during the process of teaching.The project is implemented by 7 partners in 4 EU countries (Greece, Hungary, Italy, and the UK)

The end of the I-TUTOR project

The partnership is proud to successfully finish the I-TUTOR project. We are pleased with the process and the outcome. The valorisation of the results will not finish as the results will be available in the website and and we will continue the sharing in dedicated communities as well as use the I-TUTOR plugin in our practice.

The I-TUTOR consortium is also seeking new opportunities to work together in the future.


imageGrowing interest in the I-TUTOR PLUGIN

I-TUTOR was amongst the projects presented at the Education, Audiovisual and Culture Executive Agency (EACEA) stand on Thursday 6th of December at the Online Educa conference in Berlin, with other relevant projects that participated the EDEN Synergy workshop in Budapest. The I-TUTOR plug-in generated interest in participants and new cooperation in the field is expected in the near future. Stay tuned!

Download the presentation here


Successful valorisation in Hungary

imageAs the end of the project was approaching the more demand for information was shown from the most various fields; therefore Denes Zarka, head of development and leading expert on the project at the Centre for Learning Innovation and Adult Learning of the Budapest University of Technology and Economics has been invited to several events to present the outcomes of the project. These dissemination events were highly successful in terms of the sustainability of the results. Several meetings were held, and at least three institutions - two universities and one training company - are planning a test run of the plugin in the near future.



The I-TUTOR project team would like to show you the creative process behind the project work. We conducted short interviews with various contributors to offer you a unique view on the I-TUTOR development. Our final interview is with Professor Pier Giuseppe Rossi from University of Macerata, Italy.


What is your role in the I-TUTOR project?

I am the project coordinator, and principal investigator of the Italian working group.

What was your main interest in the project?
I am professor of Didactics and Technology of Education. I have been working in technology field since years, and one of my main topics of research is related to the ways in which intelligent technologies can enhance learning. Then, I have been working on the issues related to Intelligent Tutoring Systems and generally in the relation between Artificial Intelligence and Education. The topic in my opinion has two main consequences: to operationalize some processes can allow to better understand them; however, at the same time, operationalization can lead to deterministic and mechanistic approaches. Is there the possibility to build paths where the Artificial Intelligence support can lead toward a not-deterministic approach?

What did you find suprising, more complicated or easier than expected?
The main issue that has characterised the process has been the relation between researchers coming from different scientific disciplinary sectors. The problems didn’t depend from the context or from the established relationships, that have been always based on a high commitment, openness and wish to cooperate. The problems are ontological. Particularly, in the working group there are experts in Education and experts in computer science. When you work in two different sectors, it is often believed that each one should be appointed only for the tasks related to his/her own specific sector: this idea is definitely wrong. We have ascertained in the project process that on varying issues the disciplinary expert (in the case of Education, the pedagogist) should exchange views with experts in other sectors on the topics related to the educational models, and that s/he should make the colleagues coming from other sectors aware about them. Often we have discussed about the incorrect knowledge that researchers not working in Education have about educational topics, and researchers in Education have about technology and computer science issues. To progress on the single issue, the working group needs to reach a substantial agreement – though with different levels of knowledge and competence – on the models.

Additional inputs came from the research trends and perspectives opened by the project. We have ascertained that the international research is also going toward the direction we had chosen within the I-TUTOR project: from a highly disciplinary approach, to technology enhanced learning tools.

What new questions arise while working on the project?
New questions are related to the varying issues related to European multilingualism, which entails in facts consequences both on design and on technical choices.

What do you think about the future of the results, what would you like to see as a continuation of the project?
The project has opened many research questions and working subjects, that from now have to be tested in different contexts, also in cooperation with the Moodle community.


Other contributor interviews can be found on the website!




To download the plugin,

please visit the

I-TUTOR website!








Barry J. Zimmerman, Dale H. Schunk (ed.): Self-Regulated Learning and Academic Achievement Theoretical Perspectives, 2nd Edition

This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print.


On behalf of all of us in the I-TUTOR project, best wishes for a peaceful holiday season and a joyous new year!




Thank you for following the journey of our project!


Last updated 2634 days ago by EDEN News