Download e-book for iPad: Computer Assisted Learning: Selected Contributions from the by Michael R. Kibby, J. Roger Hartley

By Michael R. Kibby, J. Roger Hartley

ISBN-10: 0080413951

ISBN-13: 9780080413952

This quantity incorporates a number of the easiest papers from the pc Assisted studying '91 Symposium. It contains study on quite a lot of themes with regards to desktops and studying with an emphasis on not easy study proof and cutting edge explorations

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Extra info for Computer Assisted Learning: Selected Contributions from the CAL '91 Symposium. Selected Contributions from the CAL91 Symposium 8–11 April 1991, Lancaster University

Sample text

It consecutively executes the actions of the teaching operators which are listed in the script. However two types of unanticipated events may occur: (1) an action of a teaching operator or a passing criterion may demand a recursive call of the system at another level of articulation for the purpose of teaching or of diagnosing an error; (2) a student's error may be diagnosed and conditions for execution of a remedial operator may appear in the student model (remedial operators are never included in a plan or script; they are always "on-line").

O. Box 373, 1090 Sofia, Bulgaria Abstract—A unified, hierarchically-organized method of domain knowledge representation with teaching operators for an ITS-shell is described. It allows taking various pedagogical decisions at both a global level (instructional planning) and at a local level (instructional strategies and tactics). The main advantage is that the pedagogical component is domain-independent. It can take actual and useful decisions in any domain or level of articulation when it is activated with the corresponding set of teaching operators.

Vol. 18, No. 1-3, pp. 3 9 ^ 3 , 1992 Printed in Great Britain. O. Box 373, 1090 Sofia, Bulgaria Abstract—A unified, hierarchically-organized method of domain knowledge representation with teaching operators for an ITS-shell is described. It allows taking various pedagogical decisions at both a global level (instructional planning) and at a local level (instructional strategies and tactics). The main advantage is that the pedagogical component is domain-independent. It can take actual and useful decisions in any domain or level of articulation when it is activated with the corresponding set of teaching operators.

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Computer Assisted Learning: Selected Contributions from the CAL '91 Symposium. Selected Contributions from the CAL91 Symposium 8–11 April 1991, Lancaster University by Michael R. Kibby, J. Roger Hartley


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