By Roger Nkambou, Riichiro Mizoguchi, Jacqueline Bourdeau

The concept for this e-book on clever Tutoring structures (ITS) was once sparked by means of the good fortune of the ITS’08 foreign convention. The variety of displays and their caliber bore witness to the energy and adulthood of the sector, and the keenness of the contributors held out a promise of sustainability and leading edge learn. lengthy existence to ITS study! The publication is split into 5 elements. The introductory chapters to those components, which summarize foundations, advancements, strengths and weaknesses in all the parts coated, are addressed to all readers. when you wish extra in-depth wisdom, we provide the ground to researchers who current their paintings, their effects, and their view of what the longer term holds. it really is our desire that each one readers will locate the e-book informative and thought-provoking.

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Chapter 5). Part 4 of this book describes other examples of authoring tools to facilitate the development of ITSs and their expert modules. : Representing domain knowledge by concept caps: How to validate them. W. : Acquisition of cognitive skill. : The architecture of cognition. : An overview of Tableau algorithms for description logics. : Description Logics. , Porter, B. ) Handbook of Knowledge Representation. : Applications of AI in education. : Taxonomy of Educational Objectives: the Classification of Educational Goals.

It fundamentally describes problem states differently than those described by the student. A classic example of a black box model system is SOPHIE I (Brown and Burton 1974), a tutoring system for electronic troubleshooting that uses its expert system to evaluate the measurements made by students when troubleshooting a circuit. The expert system comprises a simulated troubleshooting model based on sets of equations. The tutor makes decisions by solving these equations. It can recommend optimal actions for each problemsolving context, but it is up to the student to construct a description of the problem-solving context and his/her rationale for the appropriate action.

Studies suggest that the specific beliefs that teachers have about the nature of knowledge and learning influence their decisions regarding curriculum, pedagogy, and assessment (Schraw and Olafson 2008; Peters and Gray 2006). Moreover, as indicated above, the epistemological perspective of domain knowledge has clearly been a part of the established methodology in the field of knowledge-based systems for several years. Indeed, knowledge-based system methodology 18 R. Nkambou generally includes a step involving an epistemological analysis which focuses on the conceptual features of the system’s two main components (knowledge about the domain and knowledge about the inference procedures needed to solve a problem) (Ramoni et al.

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