Artificial Intelligence and Education: Proceedings of the 4th International Conference on AI and Education, 24-26 May 1989, Amsterdam, Netherlands, Volume 4Dick Bierman, Joost Breuker, Jacobijn Sandberg IOS, 1989 - 339 pages |
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Page 118
... activities ( e.g. , successive locations while traveling ) and as global constraints on the outcome of these activities ( e.g. , equivalence or composition of related outputs ) . By allowing subjects to express intermediate outcomes ...
... activities ( e.g. , successive locations while traveling ) and as global constraints on the outcome of these activities ( e.g. , equivalence or composition of related outputs ) . By allowing subjects to express intermediate outcomes ...
Page 137
... activities would probably be limited to microprogramming alone . Because of these limitations an alternative approach to teaching a practical course in computer architecture is sought . Artificial Intelligence and Model - Building Two ...
... activities would probably be limited to microprogramming alone . Because of these limitations an alternative approach to teaching a practical course in computer architecture is sought . Artificial Intelligence and Model - Building Two ...
Page 192
... activities , even though the present implementation is serial . Besides for ITS developers , principles for representing misconceptions in their detection can help a teacher to employ a more conscious , explicit and systematic approach ...
... activities , even though the present implementation is serial . Besides for ITS developers , principles for representing misconceptions in their detection can help a teacher to employ a more conscious , explicit and systematic approach ...
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Abstract Abstract Interpretation actions algebra algorithm analysis Anderson applied approach architecture Artificial Intelligence behavior Blackboard COACH cognitive Cognitive Science components Computer Science concepts constraints construct correct described diagnosis diagrams dialogue discourse discovery learning discussion level domain knowledge dynamic instructional educational environment equation error evaluation example expert module expert system expertise explanation explicit feedback Figure flag tutor forward chaining function fuzzy goal granularity graphical hierarchy hypothesis Igoals implemented inference input instantiations instructional plan instructional planner Intelligent Tutoring Systems interaction interface interpretation knowledge base knowledge representation language learner lesson LISP programming manipulation mathematical misconceptions monitor node novice objects operators output performance problem solving procedures reasoning recursion represented rules schema selected semantic sequence simulation skills solution specific step structure student model subgoals subjects task teacher teaching troubleshooting tutorial strategy types understanding user model word problem XTRA-TE