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1.
Although Intelligent Tutoring Systems (ITSs), also called knowledge-based tutors, are becoming more common and proving to be increasingly effective, each one must still be built from scratch at a significant cost. At the University of Massachusetts, Amherst, we have developed domain independent tools for authoring all aspects of a knowledge-based tutor: the domain model, the teaching strategies, the student model, and the learning environment. In this article, I describe these tools, discuss a number of design issues and design tradeoffs that are involved in building ITS authoring tools, and discuss knowledge acquisition and representation issues encountered in my work. I also describe how we plan to use these tools (collectively called Eon), including ontology objects, as a meta-authoring tool for designing special-purpose authoring tools tailored for specific domain types. 相似文献
2.
This paper examines GTE from an authoring perspective. It describes how GTE may be used to create a piece of courseware and reviews the potential difficulties that authors face when using such a tool. It summarises two studies that were carried out to investigate how GTE is used by actual authors, and concludes that GTE designs are hard for authors to test and evaluate because of the complexity of such designs. It finishes by arguing that authoring tool developers should give greater consideration to supporting the task of authoring, and that such consideration should occur at all stages of a new tool's development. 相似文献
3.
The instructional competence of an Intelligent Tutoring System lies in its instructional model. Such a model has been approached in the ITS field from a theoretical and from a computational point of view. GTE approaches the instructional model from an epistemological point of view by making it reflect the instructional knowledge and expertise that underlies human teaching. The underlying assumption is that such knowledge and expertise has a generic nature, and that it can be modelled. The central component of the GTE architecture is therefore a large generic instructional knowledge base that is capable of dynamically generating a huge variety of instructional plans. It enables to flexibly adapt the teaching performance to the requirements of the individual teaching context. In this paper we describe the formalism that was developed for the representation of the instructional knowledge, the interpretation engine that can generate instructional processes based on the knowledge in the knowledge base, and the actual content of the knowledge base. It illustrates the feasibility of the assumption that was made, and the impact this may have on authoring instructional strategies. 相似文献
4.
The Generic Tutoring Environment (GTE) is an authoring environment for the development of courseware. Claims with regard to GTE's epistemological foundations are analyzed and explored. GTE's assumptions are thereby shown to reveal a somewhat reductionist bias, which is to say that GTE has placed emphasis on computational approaches to instructional modeling. Nevertheless, pragmatic concerns with regard to GTE's utility and effectiveness are of interest to the developers and to other researchers in the fields of courseware design and instructional modeling. In general, GTE is seen to be both ambitious and powerful. While GTE does not truly provide an epistemology of instructional design, it does provide a powerful framework within which effective tutors can be efficiently generated. 相似文献
5.
This paper discusses the place of GTE as an approach for bridging the gap between CAL and ITS systems. DCG is our architecture for dynamic courseware generation, which allows dynamic planning of the contents of an instructional course with a given goal. Finally, a further development of DCG by combining it with GTE is described which includes explicit representation of generic teaching knowledge. This allows dynamic planning of how a selected contents will be presented to the student. 相似文献
6.
《学习科学杂志》2013,22(1):107-132
We argue that a focus on building an authoring tool for a complete learning environment is misplaced. An analysis of the task of authoring a commercial educational system reveals it to be best accomplished through authoring separate components. For many of these components, authoring tools already exist and need not be duplicated for use in educational systems. Connecting the various components together is a separate authoring task, and parts of this task are different for educational systems than for typical component-based software. The second half of this article describes the Visual Translator, an authoring tool we have written specifically for this purpose. 相似文献
7.
ITS著作工具的主要目标是降低构造ITS的难度,为显性化描述ITS各个模块的知识搭建脚手架是其为达到目标所采用的方法之一。本体是对知识进行显性描述的基础,因此本体对ITS著作工具的构建有着重要的作用。通过ITS著作工具实例描述和分析本体在ITS著作工具应用中所起到的作用。 相似文献
8.
The GTE approach to create instruction, as described by Van Marcke, is related with courseware authoring. ITS-approaches such as GTE and conventional courseware authoring may seem diametrical approaches to the generation of instruction. Authoring, if carried out in a principled, systematic, and method-supported way has been called Courseware Engineering. In research on Courseware Engineering the two authors have attempted to extend Courseware Engineering into Knowledge-based Courseware Engineering. This approach to authoring has much in common with GTE. They concern the application of knowledge-based methods and techniques for the generation of instruction. There are basic differences in viewpoints though and an epistemological analysis is applied in order to make correspondences and differences with respect to shared problem issues visible. The analysis shows that from a technical point of view a symbiosis of both approaches might be feasible and worthwhile to attempt. Differences in vision on the role of the human in authoring remain though. 相似文献
9.
Craig Locatis Hana Al-Nuaim 《Educational technology research and development : ETR & D》1999,47(3):63-75
Computer systems, interactive technologies, and the software tools for authoring multimedia programs have evolved over the past several decades. The evolution of multimedia technology is discussed and current alternatives for authoring multimedia programs are described. Issues related to analyzing authoring tool requirements and selecting software are presented and trends in the evolution of authoring tools are identified. Many factors affecting the selection and use of authoring software are exogenous to the technology itself. Both technological trends and market forces must be considered. 相似文献
10.
为简化智能教学系统设计,增强可维护性,提出了一种信息元结构。通过分析教学过程中的认识论信息内涵,得出授课单元的三元信息结构:内容、条件和效用。建立了基于该结构的智能教学系统创作工具的工作模型,证实了它能够支持高效清晰的智能教学系统创作。 相似文献
11.
《教育心理学家》2013,48(4):293-314
This article examines the use of computers to deliver instructional text. The focus is on procedures for the creation of computer-based instruction (CBI) lessons. The development of CBI lessons is separated into two aspects: the design of the lesson and the authoring of the lesson. Three primary techniques for authoring CBI lessons are the use of general-purpose computer programming languages, CBI authoring languages, and CBI authoring systems. These authoring techniques are described, including the advantages and limitations of each. Authoring systems are divided into three categories according to the type of CBI lesson they will support. Considerations are given for selecting from among the authoring techniques. Emerging trends in authoring techniques are discussed. 相似文献
12.
Some uneasy inquiries into ID expert systems 总被引：1，自引：0，他引：1
Craig Locatis Ok-choon Park 《Educational technology research and development : ETR & D》1992,40(3):87-94
Alternative approaches to developing software automating instructional development are described in this article. Information management and expert system approaches are compared. General assumptions underlying the development of all authoring tools, including conventional authoring systems, and additional assumptions underlying the development of expert ID tools are identified. Questions are raised concerning the viability of ID automation tools. It is argued that conventional authoring systems may not be as inadequate or inferior as ID expert system developers have claimed, and that of two approaches to ID automation, tools emphasizing information management are probably most useful. Information management tools, however, still may be inappropriate in some contexts. 相似文献
13.
António José Mendes Teresa Mendes 《Educational technology research and development : ETR & D》1996,44(4):57-70
This paper describes an integrated authoring environment, AIDA (Ambiente Integrado de Desenvolvimento de Aplicações educacionais). It is an open tool, giving the author a high degree of freedom both in package characteristics and design methodologies used. This environment integrates several modules. The core of the design module is a prototyping tool, allowing the creation of evolutionary prototypes. These prototypes can include several types of multimedia components and can be used as part of the final package. The AIDA environment also includes other options that support evaluation, learning materials re-use, communication between authoring team members and translation and cultural adaptation of packages to work in different environments. An experimental version of this authoring environment was implemented and the results of its evaluation are encouraging. In this paper we also present an example of a package created with the AIDA authoring environment. 相似文献
14.
EDDY N. FORTE MARIA H. K. WENTLAND FORTE ERIK DUVAL 《European Journal of Engineering Education》1997,22(2):153-166
This paper presents the tools and methodologies underlying the ARIADNE framework for enabling open and distance education and for enhancing more conventional training schemes. The ARIADNE concept relies on a distributed knowledge pool system that stores pedagogically indexed educational resources, as well as on a set of tools and methodologies for authoring curricula. The basic approach is one of share and reuse. Specialized authoring tools are under development for the production of simulations, multiple-choice questionnaires and auto-evaluation exercises. Segmentation tools for video and text-based material, with integrated facilities for hypertext generation, are also under development. The distributed knowledge pool system consists of one central knowledge pool, and a number of local knowledge pools. Corporate training systems can also be built around private knowledge pools. Before pedagogical documents can be inserted into the knowledge pool system, their pedagogical and other characteristics must be described. A pedagogical header generator tool assists in this task. Pedagogical engineers can define the spatio-temporal, socio-pedagogic process that we call a curriculum, and choose the active and expositive documents that embody it, by using a curriculum editor. Finally, students consult or work with the documents of the curriculum they subscribed to, through a personalized view provided by the ARIADNE learner interface. 相似文献
15.
16.
Donatella Persico 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(2):111-123
The author draws on her practical experience in courseware development as well as her research experience in the development of authoring systems to suggest that, in spite of the significant changes currently taking place in this field, some of the old models proposed for courseware development maintain their validity from a methodological point of view. The paper analyses the common denominator among several models for courseware development (the methodological constants) and discusses in detail both the design and the validation phases. 相似文献
17.
《The Internet and Higher Education》2008,11(2):112-118
Web 2.0 authoring forms such as wikis and blogs, social bookmarking, and audio and video podcasting pose a challenge to academic authorship traditions. This paper reviews the provisions made in major academic referencing and citation style guides for acknowledging content and ideas that may be published using these new web authoring forms. It offers an overview of features of web 2.0 authoring forms and explores concepts of authoring that can help academics to understand the challenges of working with these forms. It provides examples of referencing and citation in scholarly and scientific communication, and concludes that the conceptual basis of referencing and citation as expressed in current systems and standards needs reform in order to bring academic integrity to the use of these new forms of authorship. 相似文献
18.
P G Barker R Singh 《British journal of educational technology : journal of the Council for Educational Technology》1983,14(3):174-188
PILOT is a CAI author language that is available on a wide variety of computer systems. This paper presents an overview of the language in terms of its structure and mode of operation. Some experiments designed to assess the usefulness of this authoring system are then described. 相似文献
19.
Allen Munro Douglas M. Towne 《Educational technology research and development : ETR & D》1992,40(4):65-80
Model-based training offers a number of potential benefits in training performance of complex tasks, particularly when an
interactive device model can be manipulated both by the training system and by the learner. Unlike fixed training systems,
simulation-centered training allows the learner to practice in a realistic setting that is not artificially constrained, and
it allows the training system to automatically support the learner in attaining complex goals. Rapid authoring of many other
learning transactions can also be supported in a model-based environment, enhancing the potential for both high-quality interactive
instruction and productivity in the development of such instruction. A potential problem with the model-based approach, however,
is that the model development process is traditionally very unproductive and often results in unreliable or unrealistic models
of the systems to be learned. Presented in this article is theRapids authoring system, an integrated set of direct manipulation tools for the production of interactive graphical models and instruction
based on those models. A short course based on models of neural networks on the visual retina is described to illustrate the
productive application of theRapids simulation and course authoring tools.
Development ofRapids was funded by the Air Force Human Resources Laboratory, under RICIS Research Activity No. ET 13 (NASA Cooperative Agreement
NCC9-16) administered by the University of Houston, Clear Lake. Our colleagues, Lee D. Coller, Quentin A. Pizzini, David S.
Surmon, and James L. Wogulis, collaborated in the design and implementation ofRapids. Mark Johnson of our organization was instrumental in developing the diagnostic model used inIMTS. 相似文献
20.
Raulie Lo Craig Locatis Eldon Ullmer Victor Carr Richard Banvard Quang Le Matthew Williamson Michael Ackerman 《Educational technology research and development : ETR & D》1992,40(2):69-76
AuthorBase, a working prototype database of authoring system software, was developed as part of a study of authoring software
conducted by the National Library of Medicine. In this article, the authors discuss development issues ranging from the scope
of the database to what information to document. The prototype demonstrates that records of reasonable integrity can be derived
from vendor-supplied information. However, users should understand that the database is only a starting point in searching
for authoring software and a resource for becoming generally familiar with the technology. 相似文献