By Etienne Wenger
Contributor note: ahead by way of John Seely Brown & James Greeno
Publish 12 months note: First released in 1987
Artificial Intelligence and Tutoring Systems, the 1st finished reference textual content during this dynamic region, surveys examine because the early Nineteen Seventies and assesses the cutting-edge. Adopting the point of view of the verbal exchange of information, the writer addresses functional matters all for designing tutorial structures in addition to theoretical questions raised by way of investigating computational tools of information conversation.
Weaving jointly the targets, contributions, and interesting demanding situations of clever tutoring procedure improvement, this well timed ebook turns out to be useful as a textual content in classes on clever tutoring platforms or computer-aided guide, an advent for beginners to the sphere, or as a reference for researchers and practitioners.
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Extra info for Artificial Intelligence and Tutoring Systems: Computational and Cognitive Approaches to the Communication of Knowledge
The concept of learning environment is discussed by Papert (1980) and that of learning tool by Goldberg (1979). A good entry point into the general topic of computer-based learning is the book by O'Shea and Self (1983); it contains many references and an interesting historical summary of computer use in education. General references for ITS are given in the bibliographical notes of Chapter 2. A collection on mental models edited by Gentner and Stevens (1983) contains good examples of the cognitive perspectives adopted by many ITS researchers.
Sleeman (1983b) gives a brief review of methodological considerations for ITS, illustrated with some examples. Fletcher (1985) provides a good summary of systems and issues, including lists and tables, intended for professionals in technical training. Dede (1986, 1987) discusses broad research issues faced by the field and possible social implications; his high-level perspective is appropriate for planners and management. Summary and conclusion 25 Official briefings on the field (Brown and Goldstein, 1977; Brown and Greeno, 1984) outline its philosophy and provide good assessments of progress and prospects.
In general, as knowledge is made more explicit, more responsibility for the communication process is placed on the system, which is required to make decisions traditionally made by designers. From a practical stand point, these dynamic decisions are meant to imply increasing degrees of adaptability and are expected to produce flexible educational tools that can sensibly individualize their communication of knowledge. If the dream of intelligent knowledge communication systems can be achieved to some reasonable extent, the enterprise whose first stumbling steps are described in this book may well be among the most valuable contributions of artificial intelligence to society.
Artificial Intelligence and Tutoring Systems: Computational and Cognitive Approaches to the Communication of Knowledge by Etienne Wenger