By Wouter R. Van Joolingen, Ton De Jong (auth.), Tom Murray, Stephen B. Blessing, Shaaron Ainsworth (eds.)
Researchers and academic software program builders have referred to development authoring instruments for clever tutoring structures (ITSs), adaptive and knowled- established educational structures, and other kinds of advanced-technology studying environments (ATLEs) ever because those sorts of academic software program have been brought within the Nineteen Seventies. The technical complexity and excessive improvement expenses of those structures contrasts sharply with the typical photo of schooling as a "home grown" task played through person academics and running shoes who craft classes adapted for every state of affairs. there were fundamental purposes to create authoring instruments for ATLEs: to minimize improvement price, and to permit training educators to turn into extra interested in their production. The objective of constructing usable authoring instruments dovetails with the hot pattern towards interoperability and reusability between those platforms. We use the word "advanced-technology studying setting" to consult academic software program at the innovative of perform and examine. those structures transcend conventional computer-based guide or academic simulations by way of supplying a number of of the next advantages: ß offering wealthy, or maybe "immersive" interfaces in order that scholars can "learn by way of doing" in sensible and significant contexts. ß Dynamically adapting the interface or content material to the student's targets, ability point, or studying sort. ß offering specialist tricks, motives, or challenge fixing assistance. ß permitting "mixed-initiative" educational interactions, the place scholars can ask questions and feature extra keep an eye on over their learning.
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Additional info for Authoring Tools for Advanced Technology Learning Environments: Toward Cost-Effective Adaptive, Interactive and Intelligent Educational Software
The 10-year span of this effort saw the development and field testing of a prototype, known as XAIDA, that makes it easy for subject-matter experts to develop interactive courseware. XAIDA uses a generative, knowledge-based approach. A developer uses a computer program known as Develop to make a Knowledge Base representing the target subject matter. Another program, Deliver, manages a student’s interactions with the knowledge base thereby generating instruction suited to the student’s individual needs.
Among the first issues that the Phase IV design team faced were serious usability problems in the Phase III prototype. Develop, in this prototype, was a form-based data-entry system like those found in order-entry or employee records applications. Developers using the system had little or no sense of how their instruction would appear to students. The design team’s response to this problem was a move to a What-You-See-Is-What-You-Get (WYSIWYG) development environment. Developers populated the Knowledge Base using the very displays that students used to browse that Knowledge Base at run time.
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Authoring Tools for Advanced Technology Learning Environments: Toward Cost-Effective Adaptive, Interactive and Intelligent Educational Software by Wouter R. Van Joolingen, Ton De Jong (auth.), Tom Murray, Stephen B. Blessing, Shaaron Ainsworth (eds.)