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 94
... reflection , we would propose that the cognitively demanding reasoning necessitated by self - monitoring and real - time repair ( reflection in action ) will require different mechanisms than those driving more " leisurely " reflection ...
... reflection , we would propose that the cognitively demanding reasoning necessitated by self - monitoring and real - time repair ( reflection in action ) will require different mechanisms than those driving more " leisurely " reflection ...
Page 95
... reflection - in - action ( 1 & 2 ) and one face dedicated to reflection -on - action ( 3 & 4 ) . The monitor . The first task of the monitor is to select a tutoring sequence by comparing its " conditions " part to the current student ...
... reflection - in - action ( 1 & 2 ) and one face dedicated to reflection -on - action ( 3 & 4 ) . The monitor . The first task of the monitor is to select a tutoring sequence by comparing its " conditions " part to the current student ...
Page 97
... reflection ! In this example , the mentor could reason on the reflection performed by using this kind of meta - meta - rule : IF THEN AND Rule Z1 led to adding conditions X1 , X2 , X3 , X4 , ... , Xi to sequence Y Rule Z2 led you later ...
... reflection ! In this example , the mentor could reason on the reflection performed by using this kind of meta - meta - rule : IF THEN AND Rule Z1 led to adding conditions X1 , X2 , X3 , X4 , ... , Xi to sequence Y Rule Z2 led you later ...
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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