Annual review of computer science vol. 1, 1986
An object-oriented architecture for intelligent tutoring systems
OOPLSA '86 Conference proceedings on Object-oriented programming systems, languages and applications
Toward a theory of curriculum for use in designing intelligent instructional systems
Learning Issues for Intelligent Tutoring Systems
The empirical study of knowledge elicitation techniques
ACM SIGART Bulletin - Special issue on knowledge acquisition
A survey of methods for eliciting the knowledge of experts
ACM SIGART Bulletin - Special issue on knowledge acquisition
Reflections on participatory design: lessons from the trillium experience
CHI '90 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Transition network grammars for natural language analysis
Communications of the ACM
Transition Networks for Discourse Management
Transition Networks for Discourse Management
A Method for Acquiring Strategic Knowledge
A Method for Acquiring Strategic Knowledge
Context dependent planning in a machine tutor (artificial intelligence, teaching systems, meno-tutor)
A dual knowledge representation for a domain-independent Intelligent Training System
CSC '92 Proceedings of the 1992 ACM annual conference on Communications
OBOA model of explanation module in intelligent tutoring shell
Proceedings of the 2nd conference on Integrating technology into computer science education
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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 (ITSs) are effective, teachers 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 multiple tutoring strategies. Teachers use the system to create, modify, and test the system's domain content and tutoring strategy knowledge bases. The design includes novel methodologies for strategy representation and overlay student modeling, and incorporates considerations from instructional design theory. Tools have been designed to provide the user with visual models of the concepts and structures of the underlying framework. In close collaboration with a veteran high school teacher, we have used the interface to design a tutor for statics (part of a high school physics course). In this paper we describe the system (called KAFITS), report on our experience involving educators in ITS development, discuss issues of ITS knowledge representation and acquisition, and compare the system with related research in generic tutoring systems and knowledge acquisition.