Artificial Intelligence and Tutoring Systems: Computational and Cognitive Approaches to the Communication of KnowledgeArtificial Intelligence and Tutoring Systems. |
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Page 112
... teaching process . Hartley and Sleeman's prestructured systems correspond to Car- bonell's frame - oriented ones . But between traditional CAI and ITS , they see the intermediate type of generative systems which are programmed to ...
... teaching process . Hartley and Sleeman's prestructured systems correspond to Car- bonell's frame - oriented ones . But between traditional CAI and ITS , they see the intermediate type of generative systems which are programmed to ...
Page 118
... Teaching and learning models Self's vision of formalizing teaching in terms of a student model is given a sharp focus in his work on concept teaching ( Self , 1977 ) . Unfortunately , this elegant piece of research has not been given ...
... Teaching and learning models Self's vision of formalizing teaching in terms of a student model is given a sharp focus in his work on concept teaching ( Self , 1977 ) . Unfortunately , this elegant piece of research has not been given ...
Page 119
... teaching program is to select the small sets to be presented at each iteration from a pool of prestored classified instances . Its objective is to find the sequence that will minimize the time elapsed between the presentation of the ...
... teaching program is to select the small sets to be presented at each iteration from a pool of prestored classified instances . Its objective is to find the sequence that will minimize the time elapsed between the presentation of the ...
Contents
introducing the field | 1 |
Summary and conclusion | 11 |
Basic issues | 13 |
Copyright | |
27 other sections not shown
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Common terms and phrases
applied articulation Artificial Intelligence behavior Beranek and Newman Brown BUGGY Burton causal chapter Clancey coaching cognitive compiled complex components concept constraints context correct curriculum decisions defined dialogue didactic operations domain knowledge epistemic errors evaluation example EXCHECK expert expert system explanations explicit Figure functions global goals graph GUIDON HERACLES heuristic hypotheses incorrect inference instance Intelligent Tutoring Systems interaction interface interpretation issues knowledge communication systems knowledge representation language LISP tutor machine learning MACSYMA mal-rules mental models misconceptions model of expertise module multiple MYCIN NEOMYCIN notion observed overlay paradigm pedagogical performance planning presented primitive principles problem problem-solving procedure process models PROUST reasoning reconstruction reification relevant representation reprinted with permission requires rules semantic sequence simulation skills Sleeman Socratic method solution solving SOPHIE specific strategies structure student model task teaching theories of bugs topic understanding VanLehn viewpoints