The LISP tutor: it approaches the effectiveness of a human tutor
BYTE - Lecture notes in computer science Vol. 174
Interfacing thought: cognitive aspects of human-computer interaction
Plans and situated actions: the problem of human-machine communication
Plans and situated actions: the problem of human-machine communication
Artificial intelligence and tutoring systems: computational and cognitive approaches to the communication of knowledge
Toward a theory of impasse-driven learning
Learning Issues for Intelligent Tutoring Systems
Enhancing incremental learning processes with knowledge-based systems
Learning Issues for Intelligent Tutoring Systems
Foundations of intelligent tutoring systems
Foundations of intelligent tutoring systems
JANUS: integrating hypertext with a knowledge-based design environment
HYPERTEXT '89 Proceedings of the second annual ACM conference on Hypertext
End-user modifiability in design environments
CHI '90 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Using critics to empower users
CHI '90 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Inside Case-Based Reasoning
Design environments for high-functionality computer systems
Design environments for high-functionality computer systems
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
Combining case-based and rule-based reasoning: a heuristic approach
IJCAI'89 Proceedings of the 11th international joint conference on Artificial intelligence - Volume 1
Programmable applications: interpreter meets interface
ACM SIGCHI Bulletin
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We have developed a conceptual framework and a demonstration system that contextualize (or situate) learning in the context of real-world work situations. The conceptual framework is based on the following requirements: the choice of tasks and goals must be under the control of the user, not the system. The environment must be able to situate learning, allow situations to "talk back," support reflection-in-action, identify the instructional information relevant for tasks at hand, and tum breakdowns from disasters into opportunities for learning. Learning must not disrupt or interfere with solving a problem, and new information to be learned must help to accomplish the task at hand. Our demonstration system JANUS (developed for the domain of architectural design) is built on an integrated architecture: a knowledge-based construction component, a hypermedia-based argumentation component, a set of critics, and a catalog of precedent solutions. Contextualized learning is supported by the critics that link construction and argumentation, and precedent solutions from the catalog that situate argumentation. Evaluation of JANUS and the underlying conceptual framework have shown that this approach combines some of the best features of open-ended learning environments and tutoring systems.