Authoring Tools for Advanced Technology Learning Environments

1. Front Matter

   Pages i-xvii

   PDF

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

3. Authoring Tutors that Encode Human Expertise

   1. A Programming by Demonstration Authoring Tool for Model-Tracing Tutors

      • Stephen B. Blessing

      Pages 93-119

   2. Automated Knowledge Acquisition for Intelligent Support of Diagnostic Reasoning

      • Douglas Towne

      Pages 121-147

   3. Formative Evaluation of an Automated Knowledge Elicitation and Organization Tool

      • Valerie J. Shute, Lisa A. Torreano

      Pages 149-180

   4. Using Knowledge Objects to Design Instructional Learning Environments

      • M. David Merrill

      Pages 181-204

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

5. Special Purpose Authoring Tools

   1. Supporting Educational Software Design with Knowledge-Rich Tools

      • Benjamin Bell

      Pages 341-375

   2. Developing Adaptive Educational Hypermedia Systems: From Design Models to Authoring Tools

      • Peter Brusilovsky

      Pages 377-409

   3. The Leap Authoring Tool: Supporting Complex Courseware Authoring Through Reuse, Rapid Prototyping, and Interactive Visualizations

      • Randall Sparks, Scott Dooley, Lori Meiskey, Rick Blumenthal

      Pages 411-438

6. General Theories and Designs

   1. Principles for Pedagogy-Oriented Knowledge Based Tutor Authoring Systems: Lessons Learned and a Design Meta-Model

      • Tom Murray

      Pages 439-466

   2. Authoring Tools for Component-Based Learning Environments

      • Steven Ritter, Stephen B. Blessing, Leslie Wheeler

      Pages 467-489

   3. An Overview of Intelligent Tutoring System Authoring Tools: Updated Analysis of the State of the Art

      • Tom Murray

      Pages 491-544

7. Back Matter

   Pages 545-557

   PDF

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.

• Analysis
• Usability
• computer
• computer science
• knowledge base
• knowledge engineering
• learning
• organization
• programming
• reflection
• simulation
• tools
• visualization

• Hampshire College, Amherst, USA

  Tom Murray

• Carnegie Learning, Inc., Pittsburgh, USA

  Stephen B. Blessing

• University of Nottingham, Nottingham, UK

  Shaaron Ainsworth

Policies and ethics