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 137
... architecture . Also , because of time constraints the practical activities would probably be limited to microprogramming alone . Because of these limitations an alternative approach to teaching a practical course in computer architecture ...
... architecture . Also , because of time constraints the practical activities would probably be limited to microprogramming alone . Because of these limitations an alternative approach to teaching a practical course in computer architecture ...
Page 139
... architecture . Comparison With Previous Work The need for facilities to support a practical course in computer architecture has prompted the development of a number of processor simulation programs elsewhere . But these simulators are ...
... architecture . Comparison With Previous Work The need for facilities to support a practical course in computer architecture has prompted the development of a number of processor simulation programs elsewhere . But these simulators are ...
Page 157
... Architecture is an appropriate architecture for a dynamic instructional planner . The BB1 Blackboard Architecture for Dynamic Instructional Planning Blackboard architectures in general support knowledge - based problem solving by means ...
... Architecture is an appropriate architecture for a dynamic instructional planner . The BB1 Blackboard Architecture for Dynamic Instructional Planning Blackboard architectures in general support knowledge - based problem solving by means ...
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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