Learner Modelling in Collaborative Intelligent Educational Systems Export

@misc{citeulike:3815384, abstract = {Our purpose is to argue that conceptions of intelligent tutoring systems (ITSs) need to change in response to enriched ideas of the learning that can be supported by a computer. We refer to 'intelligent educational systems ' (IESs), which will offer comments and advice to the user considered as collaborator in learning, rather than direction to the user considered as pupil. Learner modelling in the collaborative IES can be a shared activity, with the learner model even being open to inspection and change by the learner. The conversational interaction of system and learner is likely to have a number of strands, with a jump to an alternative strand being used when an impasse occurs. Building such IESs will need the study of collaborative and conversational aspects of human tutoring interactions. First, consider user models in general. Any device intended for human use embodies a model of its user. For example, the size and shape of a screwdriver handle betray assumptions about characteristics of likely users. The model may be of classes of user, as with normal screwdrivers, or of a single user, as when I insist on a screwdriver shaped to my own hand. The model may be constant over time or, in the case of devices capable of modifying themselves, may be dynamic: it may always be changing to fit better the current state of the user.}, author = {Cumming, Geoff and Self, John}, citeulike-article-id = {3815384}, citeulike-linkout-0 = {http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.51.8955}, keywords = {collaborative-its, its-design, learner-modelling}, posted-at = {2008-12-21 13:22:11}, priority = {0}, title = {Learner Modelling in Collaborative Intelligent Educational Systems}, url = {http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.51.8955}, year = {1991} }

TY - ELEC ID - citeulike:3815384 L3 - citeulike-article-id:3815384 N2 - Our purpose is to argue that conceptions of intelligent tutoring systems (ITSs) need to change in response to enriched ideas of the learning that can be supported by a computer. We refer to 'intelligent educational systems ' (IESs), which will offer comments and advice to the user considered as collaborator in learning, rather than direction to the user considered as pupil. Learner modelling in the collaborative IES can be a shared activity, with the learner model even being open to inspection and change by the learner. The conversational interaction of system and learner is likely to have a number of strands, with a jump to an alternative strand being used when an impasse occurs. Building such IESs will need the study of collaborative and conversational aspects of human tutoring interactions. First, consider user models in general. Any device intended for human use embodies a model of its user. For example, the size and shape of a screwdriver handle betray assumptions about characteristics of likely users. The model may be of classes of user, as with normal screwdrivers, or of a single user, as when I insist on a screwdriver shaped to my own hand. The model may be constant over time or, in the case of devices capable of modifying themselves, may be dynamic: it may always be changing to fit better the current state of the user. TI - Learner Modelling in Collaborative Intelligent Educational Systems KW - collaborative-its KW - its-design KW - learner-modelling AU - Cumming, Geoff AU - Self, John PY - 1991/// UR - http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.51.8955 ER -