Intelligent Tutoring Systems: Evolutions in Design

Intelligent Tutoring Systems: Evolutions in Design

Intelligent Tutoring Systems: Evolutions in Design

Intelligent Tutoring Systems: Evolutions in Design

Synopsis

This is a collection of essays on issues related to the evolutionary design and the practical future of intelligent tutoring systems. Following in the tradition of Foundations of Intelligent Tutoring Systems and Intelligent Tutoring Systems: Lessons Learned, this volume examines some of the visions and near-term issues that have been further explored and better defined since those groundbreaking books first appeared. Questions addressed in this volume include:

• How can knowledge bases generate explanations?

• Will case-based reasoning techniques be worth pursuing in the ITS framework?

• Will high performance skills be successfully taught in an ITS design?

• Are there dimensions of ITS design which the research laboratories are ignoring, and ignoring at the customer's peril?
Of particular importance to those engaged in research and development, this book will be of value to all who wish to apprise themselves of the advances being made in the rapidly evolving field of intelligent tutoring systems.

Excerpt

When advanced computer tools and techniques are used to build instructional systems, such systems earn, perhaps too easily, the right to be modified by the word intelligent, just as -- again too easily perhaps -- we create terms and disciplines like artificial intelligence. So in the 1990s our educational and training establishments are witnessing evolutionary advances in intelligent computer-assisted instruction (ICAI) and the emergence in the research laboratories of intelligent tutoring systems (ITSs).

This volume is a collection of 12 chapters on issues related to the evolutionary design and the practical future of ITS. The collection follows in the tradition of Foundations of Intelligent Tutoring Systems (1988), edited by Martha C. Polson and J. Jeffrey Richardson, and Intelligent Tutoring Systems: Lessons Learned (1988), edited by Joseph Psotka, L. Dan Massey, and Sharon A. Mutter. The two earlier volumes were also published by Lawrence Erlbaum Associates. The 9 chapters in the Polson and Richardson volume present a general foundational text that defines the major theoretical components of an ITS, among them expert knowledge bases, robust instructional environments, and modules for student diagnosis and remediation. The Psotka et al. volume is oriented more toward applications of that theoretical base, with 18 chapters on technical training domains, electronic troubleshooting, instructional planning, and more. Likewise, the first volume resulted from papers delivered at the Air Force Human Resources Laboratory's Research Planning Forum on Intelligent Tutoring Systems held in San Antonio, Texas, in September 1986; the second volume resulted from sessions sponsored in October 1986 by the Army Research Institute in the small village of Smugglers Notch, Ver-

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