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Authoring Tools for Advanced Technology Learning Environments

Toward Cost-Effective Adaptive, Interactive and Intelligent Educational Software

  • Book
  • © 2003

Overview

Editors:
  1. Tom Murray

    1. Hampshire College, Amherst, USA

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  2. Stephen B. Blessing

    1. Carnegie Learning, Inc., Pittsburgh, USA

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    You can also search for this editor in PubMed   Google Scholar

  3. Shaaron Ainsworth

    1. University of Nottingham, Nottingham, UK

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Table of contents (17 chapters)

  1. Front Matter

    Pages i-xvii
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  2. Authoring Tutors for Device and Process Simulations

    1. Simquest

      • Wouter R. Van Joolingen, Ton De Jong
      Pages 1-31

    2. Requiem for a Development System: Reflections on Knowledge-Based, Generative Instruction

      • Henry M. Halff, Patricia Y. Hsieh, Brenda M. Wenzel, Tom J. Chudanov, Mary T. Dirnberger, Elizabeth G. Gibson et al.
      Pages 33-59

    3. Authoring Simulation-Centered Learning Environments with Rides and Vivids

      • Allen Munro
      Pages 61-91

  4. Authoring Tutors that Include Instructional Strategies

    1. REDEEM: Simple Intelligent Tutoring Systems from Usable Tools

      • Shaaron Ainsworth, Nigel Major, Shirley Grimshaw, Mary Hayes, Jean Underwood, Ben Williams et al.
      Pages 205-232

    2. The IRIS Authoring Tool

      • Ana Arruarte, Begoña Ferrero, Isabel Fernández-Castro, Maite Urretavizcaya, Ainhoa Álvarez, Jim Greer
      Pages 233-267

    3. CREAM-Tools: An Authoring Environment for Knowledge Engineering in Intelligent Tutoring Systems

      • Roger Nkambou, Claude Frasson, Gilles Gauthier
      Pages 269-308

    4. Eon: Authoring Tools for Content, Instructional Strategy, Student Model and Interface Design

      • Tom Murray
      Pages 309-339

  7. Back Matter

    Pages 545-557
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Keywords

About this book

Researchers and educational software developers have talked about building authoring tools for intelligent tutoring systems (ITSs), adaptive and knowled- based instructional systems, and other forms of advanced-technology learning environments (ATLEs) ever since these forms of educational software were introduced in the 1970s. The technical complexity and high development costs of these systems contrasts sharply with the common picture of education as a "home grown" activity performed by individual teachers and trainers who craft lessons tailored for each situation. There have been two primary reasons to create authoring tools for ATLEs: to reduce development cost, and to allow practicing educators to become more involved in their creation. The goal of creating usable authoring tools dovetails with the recent trend toward interoperability and reusability among these systems. We use the phrase "advanced-technology learning environment" to refer to educational software on the leading edge of practice and research. These systems go beyond traditional computer-based instruction or educational simulations by providing one or more of the following benefits: ß Providing rich, or even "immersive" interfaces so that students can "learn by doing" in realistic and meaningful contexts. ß Dynamically adapting the interface or content to the student's goals, skill level, or learning style. ß Providing expert hints, explanations, or problem solving guidance. ß Allowing "mixed-initiative" tutorial interactions, where students can ask questions and have more control over their learning.

Editors and Affiliations

  • Hampshire College, Amherst, USA

    Tom Murray

  • Carnegie Learning, Inc., Pittsburgh, USA

    Stephen B. Blessing

  • University of Nottingham, Nottingham, UK

    Shaaron Ainsworth

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