Skip to main content
SpringerLink
Log in

Uses of ITS: Which Role for the Teacher?

  • Conference paper
Book cover New Directions for Intelligent Tutoring Systems

Part of the book series: NATO ASI Series ((NATO ASI F,volume 91))

Abstract

We examine here the role of the context around the learner when using an ITS facing the problem of integration of ITS in their context of uses. Questions are raised which impose constraints during Sie design of ITS themselves. For example, if a teacher is available near die learner, which role for this teacher? What about the knowledge the system has of this role? If there is a group of learners and few teachers, which representation of the available possibilities to help the learner? How to share teacher’s time between different learners? What place for possibilities of experiments and hands-on work by learners in experimental sciences? How to take account of such possibilities? We describe some possible scenarios for use and explore some needs which are generally ignored when designing ITS.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Clanccy WJ. (1983) The epistemology of a rule based expert system - a framework for explanations, Artificial Intelligence 20, 215–251.

    Article  Google Scholar 

  2. Courtois J. (1988) SIAM: système intelligent pour l’apprentissage du diagnostic technique, Montréal-ITS88, pp. 327–333.

    Google Scholar 

  3. Dickson P. (1990) Environments for interactive learning: the computer exploratorium, private communication.

    Google Scholar 

  4. Genesereth (1982) The role of plans in intelligent teaching systems. In Intelligent tutoring systems, D. Sleeman, J.S. Brown (eds.), Academic Press, pp. 134–155.

    Google Scholar 

  5. Mandl H., Lesgold A.M. (eds) (1988) Learning issues for intelligent tutoring systems, Springer-Verlag, New York.

    Google Scholar 

  6. Nicaud J F., Vivet M. (1988) Les tuteurs intelligents: réalisations et tendances de recherche, synthèse sur les tuteurs intelligents, revue Techniques et Science Informatiques -TSI, vol 7, n°l, Jan. 1988.

    Google Scholar 

  7. Nicolas P. (1989), Construction et vérification de figures géométriques dans le système MENTONIEZH, Thèse de l’Université de Rennes 1.

    Google Scholar 

  8. O’Shea T., Bornât R., Du Boulay B., Eisenstadt M., Page I. (1984) Tools for creating intelligent computer tutors. In: Human and artificial intelligence, Elithor, Banerjii (eds.), North-Holland.

    Google Scholar 

  9. Ohlsson S. (1986) Some principles of intelligent tutoring. Instructional Science 14, Elsevier, Amsterdam, pp. 293–326.

    Google Scholar 

  10. Papert S. (1980) Mindstorms: children, computers and powerful ideas, Basic Books, New York.

    Google Scholar 

  11. Py D. (1989), MENTONIEZH: an ITS in geometry, 4th international conference on AI & education, Amsterdam, pp. 202–209.

    Google Scholar 

  12. Ross P. (1988). Plan recognition for intelligent tutoring systems, Frascati, May 1987, Artificial Intelligence Tools in Education, P. Ercoli, R. Lewis (eds), pp. 29–38, North-Holland.

    Google Scholar 

  13. Self J. (1986). Artificial intelligence, Its potential in education and training, 5ième symposium canadien sur la technologie pédagogique, Ottawa, May 1986, pp. 69–77.

    Google Scholar 

  14. Self J. (1988a). Student Models: What Use Are They?, Frascati, May 1987, in Artificial intelligence tools in education, P. Ercoli, R. Lewis (eds.), North-Holland, pp. 73–86.

    Google Scholar 

  15. Self J. (1988b). Bypassing the intractable problem of student modelling, 4th Intematinal conference AI and Education, Amsterdam, May 1989.

    Google Scholar 

  16. Self J. (1989).The case of formalising student models (and ITS generally), ITS 88, Montreal, June 1988, pp. 18–24.

    Google Scholar 

  17. Sleeman D. and Brown J.S. (1982). Intelligent tutoring systems, Academic Press, London.

    Google Scholar 

  18. Vivet M. (1981), Apprentissage autonome, sur un usage de la technologie informatique dans l’éducation, Annexe du rapport SIMON, “Education et informatisation de la société”, La documentation française.

    Google Scholar 

  19. Vivet M. (1987a). systèmes experts pour enseigner: méta-connaissances et explications, congrès CESTA: MARI-COGNmVA 87, Paris, May 1987.

    Google Scholar 

  20. Vivet M. (1987b). Hierarchy of knowledges in an intelligent tutoring system; how to take account of the student, note interne CRIC, Presented during the European seminar on Intelligent Tutoring Systems, Tubingen, October 1987, pp. 25–31.

    Google Scholar 

  21. Vivet M. (1988a). Reasoned explanations need reasoning on reasoning and reasoning on the student,, Frascati, May 1987. Artificial intelligence tools in education, Paolo Ercoli, Robert Lewis (eds.), North-Holland (1988), pp. 121–128.

    Google Scholar 

  22. Vivet M., Futtersack M., Labat M. (1988b). Métaconnaissances dans les tuteurs intelligents. International Conference on Intelligent Tutoring Systems, Montréal, June 1988.

    Google Scholar 

  23. Vivet M. (1988c), Knowledge Based Tutors: Towards the design of a shell..., in International Journal for Educational Research and Instruction (IJERI), vol. 12, N°8, pp.839–850, 1988, Special issue edited by H. Mandl.

    Google Scholar 

  24. Vivet M. (1988d), la prise en compte du contexte avec les tuteurs intelligents, conférence invitée, Premier congrès européen “intelligence artificielle et formation”, APPLICA 88, Lille, October 1988.

    Google Scholar 

  25. Vivet M., Carrière E., Delozanne E. (1988e), presentation of different aspects of AMALIA: a knowledge based system for mathematics, European summer university on intelligent tutoring systems, Le Mans, 1988, October 26 - November 2.

    Google Scholar 

  26. Vivet M. (1988f). Examination of two ways for research in advanced educational technology, Milton Keynes, OU, NATO Workshop on Advanced Educational Technolojy, November 11–12, 1988.

    Google Scholar 

  27. Vivet M. (1989), Which goal, which pedagogical attitudes with micro-robots in a class room ?, NATO Workshop on Advanced Educational Technology Student Development Of Physics Concepts: The Role Of Educational Technology, Pavia, Italy, October 1989.

    Google Scholar 

  28. Wenger E. (1987), Artificial Intelligence and tutoring systems Computational and cognitive Approaches to the Communication of knowledge, Morgan Kaufmann.

    Google Scholar 

  29. Winans R.T., Whitaker E.T., Bonnel R.D. (1988), Theories of learning in computer-aided Instruction. Fifth International Conference on Technology and Education, Edinburgh, March 1988, pp. 86–89.

    Google Scholar 

  30. Yazdani (1986). Intelligent tutoring systems survey, AI Review 1, pp. 43–52.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Laboratoire informatique, Université du Maine, BP 535, F 72017, Le Mans Cedex, France

    Martial Vivet

Authors
  1. Martial Vivet
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Department of Electronic Engineering, University of Coimbra, P-3000, Coimbra, Portugal

    Ernesto Costa

Rights and permissions

Reprints and permissions

Copyright information

© 1992 Springer-Verlag Berlin Heidelberg

About this paper

Cite this paper

Vivet, M. (1992). Uses of ITS: Which Role for the Teacher?. In: Costa, E. (eds) New Directions for Intelligent Tutoring Systems. NATO ASI Series, vol 91. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-77681-6_11

Download citation

  • DOI: https://doi.org/10.1007/978-3-642-77681-6_11

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-77683-0

  • Online ISBN: 978-3-642-77681-6

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation