Abstract
Intelligent training systems with rich underlying knowledge in systematic form can readily be extended to incorporate collaborative learning possibilities. We have realized this as we have built two generations of intelligent coached practice environments for learning to diagnose failures of complex electronic systems. Using standard artificial intelligence and object-oriented programming approaches, we built a work domain simulation in which students could diagnose electronic system failures. Intelligent, context-sensitive advice is available, and it is tailored to a model of the student’s developing knowledge. Reflection opportunities after solving a problem include a variety of tools for examining one’s performance and comparing it to that of an expert. With this base, it is straightforward to extend self-critique to peer critique, to support teams of students working together, and to allow students to pose problems to each other. We discuss these possibilities and show what is needed to extend intelligent training systems to include them.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Brown, J.S.: Process versus product: A perspective on tools for communal and informal electronic learning. Journal of Educational Computing Research. 1, (2), 179–201 (1985)
Chi, M.T.H., Bassok, M., Lewis, M.W.> Reimann, P., and Glaser, R.: Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science. 13, 145–182 (1989)
Collins, A., and Brown, J.S.: The computer as a tool for learning through reflection. In: Learning issues for intelligent tutoring systems. (H. Mandl and A. Lesgold, eds.). pp. 1–18. New York: Springer Verlag 1988
Collins, A., Brown, J.S., and Newman, S.E.: Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In: Knowing, learning, and instruction: Essays in honor of Robert Glaser. (L.B. Resnick, ed.). pp. 453–494. Hillsdale, NJ: Lawrence Erlbaum 1989
Hall, R., and Newman, S.: From motion to marks: The social and material construction of abstraction. Paper presented at the Third Biannual Workshop on Cognition and Instruction, March, 1991. Pittsburgh, PA: 1991
Katz, S., and Lesgold, A.: The role of the tutor in computer-based collaborative learning situations. In: Computers as cognitive tools. (S. Lajoie and S. Deny, eds.). Hillsdale, NJ: Lawrence Erlbaum (in press)
Lajoie, S., and Lesgold, A.: Apprenticeship training in the workplace: Computer coached practice environment as a new form of apprenticeship. Machine-Mediated Learning. 3, 7–28 (1990)
Lesgold, A.: Assessment of intelligent training systems: Sherlock as an example. In: Technology assessment: Estimating the future. (Tentative title). (E. Baker and H. O’Neil, Jr., eds.). Hillsdale, NJ: Lawrence Erlbaum (in press)
Lesgold, A., Eggan, G., Katz, S., and Rao, G.: Possibilities for assessment using computer-based apprenticeship environments. In: Cognitive approaches to automated instruction. (W. Regian and V. Shute, eds.). Hillsdale, NJ: Lawrence Erlbaum (in press)
Lesgold, A.M., Lajoie, S.P., Bunzo, M., and Eggan, G.: SHERLOCK: A coached practice environment for an electronics troubleshooting job. In: Computer assisted instruction and intelligent tutoring systems: Establishing communication and collaboration. (J. Larkin, R. Chabay and C. Scheftic, eds.). Hillsdale, NJ: Lawrence Erlbaum (in press)
Mitchell, T.M., Keller, R.M., and Kedar-Cabelli, S.T.: Explanation-based generalization: A unifying view. Machine Learning. 1, 47–80 (1986)
Nichols, P., Pokorny, R., Jones, G., Gott, S.P.> and Alley, W.E.: Evaluation of an avionics troubleshooting tutoring system. Special Report. Brooks AFB, TX: Air Force Human Resources Laboratory (in press)
Owen, E., and Sweller, J.: What do students learn while solving mathematics problems? Journal of Educational Psychology. 77, 272–284 (1985)
Palincsar, A.S., and Brown, A.L.: Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction. 1, 117–175 (1984)
Rewey, K.L., Dansereau, D.F. Skaggs, L.P., Hall, R.H., and Pitre, U.: Effects of scripted cooperation and knowledge maps on the processing of technical material. Journal of Educational Psychology. 81, 804–809 (1989)
Scardamalia, M., Bereiter, C., McLean, R.S., Swallow, J., and Woodruff, E.: Computer-supported intentional learning environments. Journal of Educational Computing Research. 5, (1), 51–68 (1989)
Schoenfeld, A.H.: Problem solving in the mathematics curriculum: A report, recommendations and an annotated bibliography. MAA Notes. No. 1. Washington, DC: The Mathematical Association of America, (1983)
Schoenfeld, A.H.: Mathematical problem solving. New York: Academic Press 1985
Sipusic, M.J., Roschelle, J., and Pea, R.: Talking to learn, learning to talk: conceptual change in dynagrams and the envisioning Machine. Paper presented at the Third Biannual Workshop on Cognition and Instruction, March, 1991. Pittsburgh, PA 1991
Sweller, J.: Cognitive load during problem solving: Effects on learning. Cognitive Science. 12, 257–285 (1988)
Swelter, J., and Cooper, G.: The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction. 2, 59–89 (1985)
Teasley, S., and Roschelle, J.: Constructing a joint problem state: The computer as a tool for sharing knowledge. In: Computers as cognitive tools. (S.P. Lajoie and S. Derry, eds.). Hillsdale, NJ: Lawrence Erlbaum (in press)
Thomdike, E.L.: Educational psychology. New York: Lemcke and Buechner. [Cited in Theories of learning. Fourth edition. ( E.R. Hilgard and G.H. Bower, eds.) Englewood Cliffs, NJ: Prentice-Hall 1975 ] 1903
Thomdike, E.L., and Woodworth, R.S.: The influence of improvement in one mental function upon the efficiency of other functions. Psychological Review. 8, 247–261, 384–395, 553–564 (1901)
Tudge, J., and Rogoff, B.: Peer influences on cognitive development: Piagetian and Vygotskian perspectives. In: Interaction in human development. (M.H. Bornstein and J.S. Bruner, eds.). pp. 17–40. Hillsdale, NJ: Lawrence Erlbaum 1989
Vygotskii, L.S.: Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press 1978
Webb, N.M.: Predicting learning from student interaction: Defining the interaction variables. Educational Psychologist. 18, (1), 33–41 (1983)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1992 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Lesgold, A., Katz, S., Greenberg, L., Hughes, E., Eggan, G. (1992). Extensions of intelligent tutoring paradigms to support collaborative learning. In: Dijkstra, S., Krammer, H.P.M., van Merriënboer, J.J.G. (eds) Instructional Models in Computer-Based Learning Environments. NATO ASI Series, vol 104. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-02840-7_18
Download citation
DOI: https://doi.org/10.1007/978-3-662-02840-7_18
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-08148-4
Online ISBN: 978-3-662-02840-7
eBook Packages: Springer Book Archive