2. “Jane!” “Stop this crazy thing!”

3. Brought to you by: n Jeanelle Barrett n Rebecca Longster n Gail Porter And the bots: n Gay DeceiverLC2 7 of 11 n DoraRobbie (second generation)

4. (Ro)bots: n Bots...we’ve seen’em, even used ‘em, but do we really know’em? In today’s presentation, we’ll look at bots and how they work; better yet-- how they don’t work...

5. Things to know about bots: n While there are several kinds of bots that perform several different kinds of functions, ProNoun is equipped with an “Eliza” bot, also known as a “chatterbot.” n An “Eliza” bot is a Turing Robot designed to interact in conversation with other folks in its vicinity. It has key words, sentence patterns, random responses, and question responses - all user programmable.It has some ability to recognize where it is and to whom it is talking.

6. These pre-programmed functions for the Eliza bot are called: n Random responses: – Responses to any comment or question n Question responses: – Therapist like responses to certain questions n Guest responses: – Acknowledgements of new guest arrivals, etc. n Keyword responses: – Programmed responses to keywords n Pattern responses: – Manipulated patterns of dialog which can be programmed.

7. All of these can be accessed with the “edit” function of the main moo tool bar. Where to create and edit your bot

8. Advantages of the bots: n Can be used as an aid for the instructor: – By answering more mundane questions, – By freeing instructor to concentrate on the main topic of the day, – Can be used to train students where to look for info in the initial stages of using the moo.

9. Advantages of the bots: (Cont.) n Can be relatively easily programmed to give basic responses to basic prompts. n Appear to have the potential to add to instructor effectiveness in the virtual classroom.

10. Examples: n JeanelleB says, "Ok, can you tell me what's due now? ” n 7 of 11 says, "Look at the schedule for this week." n JeanelleB says, "I looked, but I didn't see what's due." n 7 of 11 [to JeanelleB]: Look at the schedule for this week. n JeanelleB says, " I did look, but what's due?" n 7 of 11 says, "Have you checked the agenda? " n JeanelleB says, "Where's the agenda?" n 7 of 11 says, "If you didn't get email from me, look in the note with today's date in the main pod.” n Most of these responses are keyword and pattern responses

11. Danger, Will Robinson! n Don’t, however, let yourself be seduced by the potential for increased effectiveness through the use of bots in your classroom. n There exists a multitude of pitfalls, as illustrated by the following slides.

12. Some disadvantages: n The chatterbot is equipped with a number of different responses over which we have no control. n This leads to a certain level of unreliability in its responses to student questions.

13. Disadvantages : (cont.) n Completely inappropriate responses tend to appear. n These responses stem from the “context verb,” which gives bot responses to the surrounding environment n JeanelleB says, "what are we doing today" n 7 of 11 says, "How about checking the agenda.” (Programmed pattern response) n JeanelleB says, "I'm just curious what we are doing today" n 7 of 11 [to JeanelleB]: You are just curious what we are doing today? How come? (Therapist-like reformulation of the question originally asked.) n JeanelleB says, "It's important. What are we doing ?"

14. Disadvantages: (cont.) n 7 of 11 says, "'important What are we doing' you say? How so?" n JeanelleB says, "Come on, just tell me what to do." n 7 of 11 says, "Where'd you think up a name like 'JeanelleB' anyway?” n As you can imagine, this would get a little annoying for a student. n 7’s response, “Where'd you think up a name like 'JeanelleB' anyway?” is a context verb response; the bot looks at the objects owned by the other speaker and makes comments on them at any time. n So far, we’ve found no way to fix this, nor any documentation on the subject.

15. Disadvantages: (cont.) n It would seem to be easy to delete any existing random responses which might displace the patterned responses put in place by the bot owner. n However, other factors impede one’s ability to control and/or predict bot responses with any consistency. Not now, kid... I’m readin’ here!

16. Disadvantages: (cont.) n Chalk Guest arrives. n Chalk_Guest says, "Hi!" n Gay Deceiver [to Chalk_Guest]: Hi, how are you? n Chalk_Guest says, "Fine, thanks" n Gay Deceiver [to Chalk_Guest]: You are most welcome… (standard response) n Chalk_Guest says, "What's new? " n Gay Deceiver says, "Hmm, not sure I know..” (question response) n Chalk_Guest says, "What are we doing?" n Gay Deceiver [to Chalk_Guest]: we doing. Haven't you read the agenda? (pattern response inserted by owner) n Chalk_Guest says, "No. Where is the agenda?"

17. Disadvantages: (cont.) n At which point, the bot (Gay) reverts back to random question reponses, as follows: n Gay Deceiver says, "OK.. i guess I'll have to accept 'NO' for an answer...” (standard response to “no”) n Chalk_Guest says, "I'm not sure where the agenda is" n Gay Deceiver says, "Can you go over that again please..” (standard response) n Chalk_Guest says, "I don't know where the agenda is." n Gay Deceiver says, "Um, i get the feeling this conversation is not going anywhere..” (standard response) n Chalk_Guest has disconnected. (and we can hardly blame her...) n The housekeeper arrives to remove Chalk_Guest.

18. Disadvantages: (cont.) n And if that isn’t enough for you, just watch what happens when you put two or more bots in the same room....

19. Battle of the bots Battle of the bots

20. Implications for educational use: n We initially set out to determine whether or not there is a way to use bots in the MOO in a way that is practical and pedagogically sound.

21. Implications :(cont.) n And in our investigations we have traveled far, seen wonderous sights, and done marvelous deeds (virtually speaking, of course)...

22. Implications for educational use: n However, we have reluctantly come to the conclusion that the bot, as an effective tool for use in the virtual classroom, is still very problematic in several respects.

23. Will they be assimilated? n Is resistance futile? n Do we need to make the students conform to the bot? n Or do we make the bot conform to the students? n And what of the instructors?

24. n Ah, yes. What of the instructors....

25. Our thanks to: n http://www.geocities.com/TimesSquare/Du ngeon/7933/robby.html n http://rintintin.colorado.edu/~sidelko/ n http://www.lostinspacetv.com/ n http://www.cybercomm.nl/~ivo/ n http://nnyc.com/media/movies/1acv03/inde x.html n http://nnyc.com/info/profiles/bender.htm

26. Our thanks to: (cont.) n http://nnyc.com/info/profiles/bender.htm n http://www.FuturamaOutlet.com/fseries21.s html