Proceedings of the 1991 Conference
Association for the Advancement of Computing in Education, 1991 - Artificial intelligence - 448 pages
This volume contains the papers presented at the fifth International Conference on the Learning Sciences (formerly the International Conference on Artificial Intelligence and Education). As the change in name signifies, a strong effort has been made to open the conference to a broader audience, including educational and cognitive psychologists interested in the problems of teaching and learning, and software designers interested in building systems to facilitate teaching and learning. The issues involved in artificial intelligence (AI) and education are of interest to a broad spectrum of researchers in education, psychology, and software systems. As in previous years, there are papers on tools and authoring systems, teaching architectures, student modelling, interfaces, simulation, and empirical evaluation. Science education, especially biology, mathematics, and physics, receives attention, as do language and writing skills. Problems of corporate and industrial training are also addressed. Cooperative and collaborative learning involving groups of students is an important theme of many papers. Questioning and story-telling are taken as central to teaching and learning, as are the promotion of development and use of cognitive strategies. A number of papers address the question of how computer systems can aid teachers in such tasks as lesson planning. Finally, interactive video and hypermedia systems continue to grow in importance. Each of the 61 papers includes its own abstract and references; only the abstract is provided for six of the invited keynote papers. (DB)
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THE COGNITION AND TECHNOLOGY GROUP AT VANDERBILT
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Abstract actions activities analysis Anderson approach Artificial Intelligence asked behavior button case-based case-based reasoning cognitive model Cognitive Science complex components computer-based concepts construction context described developed dialogue domain knowledge domain theory Education effective equation Erlbaum error evaluation example experience experimental explanations Figure Fuel Cell function Galileo GIL students goal graphical hypermedia hypertext instruction integrated intelligent tutoring systems interaction interface knowledge base knowledge representation language learner learning by teaching learning environments LISP manipulatives mathematical mental models microworld node objects operator pedagogical performance pheromone physical predictions presented problem solving procedures production rules qualitative questions reasoning relevant representation rules Schank self-explanation semantic semantic network session simulation situation skills Smalltalk solution specific story strategies structure student model subjects task teachers teaching theory types understanding variables