Ebook: New Directions for Intelligent Tutoring Systems: Proceedings of the NATO Advanced Research Workshop on New Directions for Intelligent Tutoring Systems, held in Sintra, Portugal, 6–10 October, 1990

This book is a result of the NATO Advanced Research Workshop on New Directions for Intelligent Tutoring Systems, held in Sintra, Portugal, October 6-10, 1990. The main idea behind the workshop was to bring together scientists with different concerns about Intelligent Tutoring Systems (ITS) in order to discuss the positive and negative aspects of the current architecture paradigm (expert module, student module, instructional module, and interface module) and, eventually, propose some modifications or radical changes to it. This was a consequence of the increasing malaise felt currently by researchers in the area of artificial intelligence and education and in particular by those concerned with ITS. One symptom of this state of affairs is the fact that people have started talking about Intelligent Learning Environ­ ments (lLE) instead of ITS. To understand the reasons for this situation we promoted the discussion of questions like: - To what extent do we need the technology of expert systems in ITS? Which other relevant AI techniques and methodologies are urgently needed? - Is ITS a tool for knowledge communication or is it rather a belief system? - How can the research already done on interactions among agents be utilized? - Is it possible to find a fonnal theory to describe and solve the current problems with ITS? The book contains the revised versions of the papers presented at the workshop. The new texts reflect the discussions that took place at the meeting.

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This book contains revised versions of the papers presented at the NATO Advanced Research Workshop "New Directions for Intelligent Tutoring Systems"held in Sintra, Portugal, October 6-10, 1991. The aim of the workshop was to bring together scientists working on Intelligent Tutoring Systems (ITS) in order to discuss positive and negative aspects of the current architecture paradigm (expert module, student module, instructional module, and and interface module) and to propose changes. The book is divided into five parts: Foundations, Student Modelling, ITS Principles and Practice, Belief Systems, and Interaction Among Agents). Each part is organized around a major theme which is observed from different points of view. Some papers have a formal or theoretical orientation, some discuss applications and implementations, and some combine both aspects. The book will be useful for all researchers involved in the application of artificial intelligence to education.

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This book contains revised versions of the papers presented at the NATO Advanced Research Workshop "New Directions for Intelligent Tutoring Systems"held in Sintra, Portugal, October 6-10, 1991. The aim of the workshop was to bring together scientists working on Intelligent Tutoring Systems (ITS) in order to discuss positive and negative aspects of the current architecture paradigm (expert module, student module, instructional module, and and interface module) and to propose changes. The book is divided into five parts: Foundations, Student Modelling, ITS Principles and Practice, Belief Systems, and Interaction Among Agents). Each part is organized around a major theme which is observed from different points of view. Some papers have a formal or theoretical orientation, some discuss applications and implementations, and some combine both aspects. The book will be useful for all researchers involved in the application of artificial intelligence to education.
Content:
Front Matter....Pages I-X
Front Matter....Pages 1-1
New Perspectives on Cognition and Instructional Technology....Pages 3-14
A Genetic Structure for the Interaction Space....Pages 15-27
COLAPSES: A Modular Architecture and Language for Modelling Meta-Control and Uncertainty....Pages 28-37
Computational Mathetics: The Missing Link in Intelligent Tutoring Systems Research?....Pages 38-56
What’s in an ITS? A Functional Decomposition....Pages 57-68
Front Matter....Pages 69-69
Meta-Reasoning and Student Modelling....Pages 71-90
Machine Learning, Explanation-Based Learning and Intelligent Tutoring Systems....Pages 91-106
The Central Importance of Student Modelling to Intelligent Tutoring....Pages 107-131
Front Matter....Pages 133-133
Student Models, Scratch-Pads, and Simulation....Pages 135-145
A Framework for Instructional Planning and Discourse Modelling in Intelligent Tutoring Systems....Pages 146-170
Uses of ITS: Which Role for the Teacher?....Pages 171-180
Front Matter....Pages 181-181
A Belief Revision Model of Repair Sequences in Dialogue....Pages 183-197
A Structure for Epistemic States....Pages 198-212
Building an Intelligent Second Language Tutoring System from Whatever Bits You Happen to Have Lying Around....Pages 213-226
Front Matter....Pages 227-227
Negotiating Goals in Intelligent Tutoring Dialogues....Pages 229-255
Integration of Knowledge in Multi-Agent Environments....Pages 256-275
Facing Hard Problems in Multi-Agent Interactions....Pages 276-288
Back Matter....Pages 289-298

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This book contains revised versions of the papers presented at the NATO Advanced Research Workshop "New Directions for Intelligent Tutoring Systems"held in Sintra, Portugal, October 6-10, 1991. The aim of the workshop was to bring together scientists working on Intelligent Tutoring Systems (ITS) in order to discuss positive and negative aspects of the current architecture paradigm (expert module, student module, instructional module, and and interface module) and to propose changes. The book is divided into five parts: Foundations, Student Modelling, ITS Principles and Practice, Belief Systems, and Interaction Among Agents). Each part is organized around a major theme which is observed from different points of view. Some papers have a formal or theoretical orientation, some discuss applications and implementations, and some combine both aspects. The book will be useful for all researchers involved in the application of artificial intelligence to education.
Content:
Front Matter....Pages I-X
Front Matter....Pages 1-1
New Perspectives on Cognition and Instructional Technology....Pages 3-14
A Genetic Structure for the Interaction Space....Pages 15-27
COLAPSES: A Modular Architecture and Language for Modelling Meta-Control and Uncertainty....Pages 28-37
Computational Mathetics: The Missing Link in Intelligent Tutoring Systems Research?....Pages 38-56
What’s in an ITS? A Functional Decomposition....Pages 57-68
Front Matter....Pages 69-69
Meta-Reasoning and Student Modelling....Pages 71-90
Machine Learning, Explanation-Based Learning and Intelligent Tutoring Systems....Pages 91-106
The Central Importance of Student Modelling to Intelligent Tutoring....Pages 107-131
Front Matter....Pages 133-133
Student Models, Scratch-Pads, and Simulation....Pages 135-145
A Framework for Instructional Planning and Discourse Modelling in Intelligent Tutoring Systems....Pages 146-170
Uses of ITS: Which Role for the Teacher?....Pages 171-180
Front Matter....Pages 181-181
A Belief Revision Model of Repair Sequences in Dialogue....Pages 183-197
A Structure for Epistemic States....Pages 198-212
Building an Intelligent Second Language Tutoring System from Whatever Bits You Happen to Have Lying Around....Pages 213-226
Front Matter....Pages 227-227
Negotiating Goals in Intelligent Tutoring Dialogues....Pages 229-255
Integration of Knowledge in Multi-Agent Environments....Pages 256-275
Facing Hard Problems in Multi-Agent Interactions....Pages 276-288
Back Matter....Pages 289-298
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