Tools for teacher participation in ITS design

  • Tom Murray
  • Beverly Park Woolf
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 608)


This research addresses the widening gap between research in intelligent tutoring systems and practical use of this technology by the educational community. In order to insure that intelligent tutoring systems are effective, practicing educators must be involved in their design and evaluation. We have followed a user participatory design process to build a set of ITS knowledge acquisition tools tailored for usability by teachers. The system facilitates rapid prototyping and testing of curriculum and tutoring strategies. In close collaboration with a veteran high school teacher, we have used the interface to design a tutor for statics. In this paper we discuss the ITS design process, including how the tools were used.


Domain Expert Intelligent Tutor System Student Model Instructional Content Topic Network 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Blomberg, J. & Henderson, A. (1990). Reflections on Participatory Design: Lessons from the Trillium Experience. CHI'90 Proceedings, April 1990, pg. 353–359.Google Scholar
  2. Bonar, J., Cunnningham, R., & Schultz, J. (1986). An Object-Oriented Architecture for Intelligent Tutoring Systems. Proceedings of OOPSLA-86.Google Scholar
  3. Clancey, W. J. & Joerger, K. (1988). A Practical Authoring Shell for Apprenticeship Learning. Proceedings of Intelligent Tutoring Systems-88, University of Montreal.Google Scholar
  4. Duckworth, E., Kelley, J., & Wilson, S. (1987). AI goes to School. Academic Computing, November, 1987, pg. 6–63.Google Scholar
  5. Gery, G. (1987). Making CBT Happen. Boston, MA: Weingarten Publ.Google Scholar
  6. Macmillan, S., Emme, D., & Berkowitz, M. (1988). Instructional Planners, Lessons Learned. In Psotka, Massey, & Mutter (Eds.), Intelligent Tutoring Systems, Lessons Learned, Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
  7. Merrill, M. D. (1989). An Instructional Design Expert System. Computer-Based Instruction, 16: 3, pp. 95–101.Google Scholar
  8. Murray, T. (1991). Facilitating Teacher Participation in Intelligent Computer Tutor Design: Tools and Design Methods. Ed.D. Dissertation, COINS Technical Report 91–95, University of Massachusetts at Amherst.Google Scholar
  9. Murray, T. & Woolf, B. (1990). A Knowledge Acquisition Tool for Intelligent Computer Tutors. SIGART Bulletin, 2: 2, pp. 1–13.Google Scholar
  10. Murray, T. & Woolf, B. (1992). Encoding Domain and Tutoring Knowledge via a Tutor Construction Kit. Proceedings of AAAI-92, to appear.Google Scholar
  11. Russell, D., Moran, T. & Jordan, D. (1988). The Instructional Design Environment. In Psotka, Massey, & Mutter (Eds.), Intelligent Tutoring Systems, Lessons Learned, Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
  12. Woolf, B., Murray, T., Suthers, D. and Schultz, K. (1988). Knowledge Primitives for Tutoring Systems. Proceedings of the International Conference on Intelligent Tutoring Systems (ITS88), University of Montreal, Canada. pp. 491–498.Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 1992

Authors and Affiliations

  • Tom Murray
    • 1
  • Beverly Park Woolf
    • 1
  1. 1.Department of Computer ScienceUniversity of MassachusettsAmherst

Personalised recommendations