Showing papers in "Interactive Learning Environments in 1998"
TL;DR: This paper provides an illustration of the principled design of an interactive learning environment and describes the design of a particular kind of intelligent tutoring system called a cognitive tutor, which has the defining feature of containing a psychological model of the cognitive processes behind successful and near-successful student performance.
Abstract: (1998). Illustrating Principled Design: The Early Evolution of a Cognitive Tutor for Algebra Symbolization. Interactive Learning Environments: Vol. 5, No. 1, pp. 161-179.
108 citations
TL;DR: The Knowledge Integration Environment is described and results of “design experiments” carried out are reported to guide improvement of Knowledge integration Environment instruction as well as to help improve the understanding of lifelong learning.
Abstract: We have developed the Knowledge Integration Environment (KIE) to promote lifelong learning. We believe that science courses can promote lifelong learning by offering students science models that apply to problems they encounter in their everyday lives and by engaging students in personally relevant science projects where they connect science models to typical science resources such as those found on the Internet. Our instructional framework, Scaffolded Knowledge Integration (SKI), guides the design of the Knowledge Integration Environment. In this paper we describe the Knowledge Integration Environment and report results of “design experiments” carried out to guide improvement of Knowledge Integration Environment instruction as well as to help us improve our understanding of lifelong learning.
100 citations
TL;DR: The concept map is becoming a ubiquitous tool in education as discussed by the authors and has been used by many researchers and practitioners to diagnose misunderstanding, improve study methods and glimpse how learners come to know.
Abstract: The concept map is becoming a ubiquitous tool in education. In recent years there has been a growing interest in “diagramming” or “mapping” ideas to be learned (e.g., Jonassen et al., 1998). The approach has been championed by study skills proponents such as Buzan (1993). Maps of concepts and relationships have been used by many researchers and practitioners to help diagnose misunderstanding, improve study methods and glimpse how learners come to know. In other areas, the representation of knowledge in formalisms such as the Net greatly assisted the development of intelligent tutoring systems (e.g., Sowa, 1983). In order to better understand the claims made for its efficacy, reference to how concept maps have been used and defined will lead to a plausible explanation of the process of “off–loading” of concepts during learning or study (McAleese, 1994, 1998). In order to demonstrate the widespread application of supporting learn ers with external “learning spaces” (c.f. ISLEs/ and REALs—Grabinger et al., 1...
86 citations
TL;DR: This paper analyzes the collaborative activity of grade 5—6 students as they work on computer-simulated physics problems and compares two groups, both similarly supported in a basic science-discipline.
Abstract: In this paper we analyze the collaborative activity of grade 5—6 students as they work on computer-simulated physics problems. We compare two groups, both similarly supported in a basic science-discourse structure, but with that structure embedded in different contexts. The first context is face-to-face, small-group interactions; the second is face-to-face and CSILE (Computer Supported Intentional Learning Environments) interactions. The CSILE interactions place emphasis on individual contributions to a communal effort. We show that CSILE has special affordances for active monitoring and regulation of students' own and others' ideas and actions. Accordingly, dividing time between asynchronous CSILE work and face-to-face conversation should result in more monitoring and reflection of ideas than face-to-face interactions alone. Ten groups of three students each worked for 12 weeks on a unit, “Gravity and the Solar System,” designing experiments and testing hypotheses on two problems: “What affects how thing...
73 citations
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Abstract: Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content.
72 citations
TL;DR: This workbench is to integrate a computer-aided design tool (CAD) with scaffolding to create a single, cohesive, and coherent workbench for the entire process.
Abstract: Programming is a complex cognitive task for students, because of the difficulty of finding the appropriate elements (the “decomposition” problem) and integrating them correctly into a whole (the “composition” problem). Programming is also hard to learn, because so much of the thinking behind a program is implicit and the process of programming is long and complicated. Our approach is to integrate a computer-aided design tool (CAD) with scaffolding to create a single, cohesive, and coherent workbench for the entire process. Our workbench is called the GPCeditor. We have evaluated its use by high-school students. Our results suggest that students program well in the GPCeditor, they learn good programming practices, and that the learning is occurring through use of the GPCeditor.
59 citations
TL;DR: The CoVis testbed is contrasted with other forms of educational research in an “ecology of paradigms,” which argues that testbeds are in fact a new setting for research with different requirements and challenges for the researcher.
Abstract: This paper describes the construction and research program of the Learning Through Collaborative Visualization (CoVis) Project, a testbed for exploring science education reform with telecommunications technology. The CoVis testbed is contrasted with other forms of educational research in an “ecology of paradigms,” which argues that testbeds are in fact a new setting for research with different requirements and challenges for the researcher. Two extended examples of telecommunications research are provided as examples of the kind of research that testbeds are well suited to explore. The first example is the evolution of videoconferencing in the CoVis testbed. The second example is the design and development of a networked groupware application called the Collaboratory Notebook.
53 citations
TL;DR: Different implementations of “teleapprenticeships,” interaction frameworks that support learning in the context of remote practice, are compared and contrasted to uncover important general features of successful network use, including the need for institutional support for new learner and roles.
Abstract: New technologies can be used to create new educational frameworks for learning that go beyond the standard schooling paradigm. This paper describes research and development efforts to investigate “teleapprenticeships,” interaction frameworks that support learning in the context of remote practice. The studies summarized here have focused on teleapprenticeships embedded in teacher education, exploring a range of different “teaching teleapprenticeships,” in which education students at a wide range of levels have learned to become teachers within the context of teaching practice. Five kinds of teaching teleapprenticeships were studied: question answering and asking, collaborations, student publishing, web-weaving, and project generation and coordination. Different implementations of these frameworks are compared and contrasted to uncover important general features of successful network use, including the need for institutional support for new learner and te acher roles.
47 citations
TL;DR: One of the original motivations for research in qualitative physics was the development of intelligent learning environments for physical domains and complex systems as discussed by the authors, and this puper demonstrates how a learning environment can be used in the context of qualitative physics.
Abstract: One of the original motivations for research in qualitative physics was the development of intelligent learning environments for physical domains and complex systems. This puper demonstrates how a ...
46 citations
TL;DR: Analysis of new forms of student social interaction and dialogue within asynchronous communications of schools participating in the World School for Adventure Learning indicated that mentor electronic interactions with students typically involved feedback, questioning, and cognitive structuring of the lesson or activity; however, minimal task structuring, direct instruction, and modeling of how to interact occurred.
Abstract: This study analyzes new forms of student social interaction and dialogue within asynchronous communications of six middle schools and six high schools participating in the World School for Adventure Learning. In the World Forum component of the World School, students discussed, questioned, and debated with Arctic explorers, researchers, World Forum mentors, and peers about environmental issues while assuming identities of famous people. One of the three key tasks, Flash Points, generated more lengthy dialogue than other techniques (i.e., Arctic Alerts and Questions to Explorers). Analysis of the forms of learning assistance provided to students indicated that mentor electronic interactions with students typically involved feedback, questioning, and cognitive structuring of the lesson or activity; however, minimal task structuring, direct instruction, and modeling of how to interact occurred. Whereas most student questions to explorers about envir onmental issues or expedition activities were lower-level k...
39 citations
TL;DR: In this paper, Qualitative models in Interactive Learning Environments: An Introduction are presented. But they do not discuss the role of the user in the creation of the environment. And they do so in an abstract manner.
Abstract: (1998). Qualitative Models in Interactive Learning Environments: An Introduction. Interactive Learning Environments: Vol. 5, No. 1, pp. 1-18.
TL;DR: The instructionally and psychologically motivated cognitive simulation model Sepia is described in which qualitative and quantitative problem representations in physics are conceptualized as complemity representations.
Abstract: We describe the instructionally and psychologically motivated cognitive simulation model Sepia in which qualitative and quantitative problem representations in physics are conceptualized as complementary representations. The main emphasis is put on how qualitative problem representations can be taken advantage of to facilitate the construction of quantitative problem representations. The application domain is classical mechanics. Sepia has been implemented as a knowledge‐based system by means of an equation‐based representation language. Two different mechanisms are employed in the model to coordinate qualitative and quantitative problem representations. On the basis of these mechanisms not only can it be demonstrated how qualitative and quantitative problem representations can be coordinated to solve physics problems successfully and efficiently, but it can also be predicted how misconceptions come into play if problems are to be solved which ask for a precise quantitative solution. These predictions are...
TL;DR: Examples of each of these forms of expertise are presented and how they can be developed, based upon work on creating conceptual models that facilitate the learning of physics, on the teaching of scientific inquiry and modeling skills in urban classrooms, and on the design of computer‐based learning environments for teaching electronic troubleshooting.
Abstract: Scientists, engineers, and technicians are frequently called upon to apply their expertise to new domains. We hypothesize that the knowledge needed to foster such transfer is: (a) an understanding ...
TL;DR: An experimental study in the physical sciences in which simulation programs were enhanced by complementary software that allowed students to reveal and reflect on their knowledge by making assertions and constructing qualitative explanatory models were partially successful.
Abstract: >Improving students’ understanding through belief revision and conceptual change is a well known problem for science education, but methods which stimulate learners’ qualitative reasoning, self‐questioning and reflection can produce significant benefits. This paper describes an experimental study in the physical sciences in which simulation programs were enhanced by complementary software that allowed students to reveal and reflect on their knowledge by making assertions and constructing qualitative explanatory models. These methods were partially successful, demonstrating changes in student's beliefs where discourse focused on causal reasoning, but operational discourse was less effective. Also beliefs which drew on generalized warrants or used correct but incomplete reasoning were resistant to change.
TL;DR: This paper outlines the use of a mathematical programming language, Zeno, which facilitates such levels of generalization in students' work, namely through the “externalizations” stored in the time-stamped journal activated on entering the software.
Abstract: Traditional mathematical problem-solving currently being implemented in schools in Britain uses the methods of controlling the variables, drawing up a table of cases and using differencing techniques to create a solution for n cases. However, Bruner advocates the use of a spiral curriculum whereby students are “scaffolded” to higher and higher levels of generalization by revisiting a problem on multiple occasions, each time with an increased understanding of the task at hand. Clearly this is impossible using current classroom techniques. This paper outlines the use of a mathematical programming language, Zeno, which facilitates such levels of generalization. For demonstration purposes, the transformational effect of a singular 2 × 2 matrix is considered. Each stage in the spiral is clearly reproduced visually for the reader and attention is paid to one method of assessing the students' work, namely through the “externalizations” stored in the time-stamped journal activated on entering the software.
TL;DR: This paper shows a multi-agent architecture based on reactive agents for an intelligent tutoring system (ITS) taking into account the mental models and the cognitive task analysis, and an ITS example called Makatina Makatsina means tutor in TOTONACA, a Mexican pre-Spanish language.
Abstract: This paper shows a multi-agent architecture based on reactive agents for an intelligent tutoring system (ITS). The global system behavior is modeled taking into account the mental models and the cognitive task analysis. We present the basic characteristics of the reactive system in terms of reactive robotics, where they started. Next we introduce some definitions and schemes in order to characterize the multi-agent architecture. Finally, we present an ITS example called Makatsina Makatsina means tutor in TOTONACA, a Mexican pre-Spanish language. which teaches the skills necessary to solve a truss analysis problem by the joint method. This domain is an integration skill.
TL;DR: An experimental study examines to what extent existing qualitative reasoning representations and techniques are sufficient for modelling the interaction between a student an a teacher when discussing the (qualitative) behaviour of physical devices.
Abstract: In various research projects, qualitative models are claimed to be beneficial for teaching systems. Thus far, little experimental research has been undertaken to investigate the usefulness of these models in actual teaching situations. In this paper, we present an experimental study that examines to what extent existing qualitative reasoning representations and techniques are sufficient for modelling the interaction between a student an a teacher when discussing the (qualitative) behaviour of physical devices. The main results are that the knowledge representations as used in qualitative reasoning are largely adequate, whereas the reasoning techniques need adaptation for teaching.
TL;DR: The rationale behind the design of a simulation based learning environment, the Model Switching PROcess rig Demonstration System (MS-PRODS), and a sample sequence of models presented.
Abstract: The introduction of qualitative modelling techniques into learning environments, and intelligent training systems, requires not just the development of tools and techniques for modelling and simulation but also some guidance on how to use qualitative models in learning environments. This paper describes the rationale behind the design of a simulation based learning environment, the Model Switching PROcess rig Demonstration System (MS-PRODS). Three qualitative and three quantitative simulations of the behavior of the physical system have been implemented using the ITSIE tools (Scott et al, 1990). The design of the learning environment is presented from the point of view of instruction and how the models are to be used to promote learning, in particular examining the model switching mechanism. This mechanism determines how to select and sequence the presentation of models to the learner during guided explorations of the domain. A knowledge based an alysis of the domain knowledge is combined with principles derived from Cognitive Flexibility Theory (Spiro 6 Jehng, 1990) to produce a generic design for a learning environment based on multiple models. The design and implementation of the learning environment is illustrated and a sample sequence of models presented. Finally, related work such as White & Frederiksen (1990) on model progression is discussed.
TL;DR: Three computer‐based systems for teaching arithmetic and algebra are discussed and embody several pedagogical tactics to provide students with augmented repre‐sentations that reveal the hidden meanings of symbols.
Abstract: Three computer‐based systems for teaching arithmetic and algebra are discussed. The systems embody several pedagogical tactics: To provide students with augmented repre‐sentations that reveal the s...
TL;DR: This paper deals with an application of Intelligent Computer Aided Learning in the field of control engineering and analyzes Conventional Computer Aiding Learning.
Abstract: This paper deals with an application of Intelligent Computer Aided Learning in the field of control engineering. First we analyze Conventional Computer Aided Learning, with th 3 use of quantitative...
TL;DR: The work presented here focuses on increasing the functionality of Intelligent Tutoring Systems for Training in industrial environments in order to include explanations adapted to different ...
Abstract: The work presented here focuses on increasing the functionality of Intelligent Tutoring Systems for Training (ITTs) in industrial environments in order to include explanations adapted to different ...
TL;DR: (1998).
Abstract: (1998). Why Can Intermediate Abstractions Help Acquire Robust Representations? Interactive Learning Environments: Vol. 5, No. 1, pp. 181-203.