Natural language processing technologies in artificial intelligence: the science and industry perspective
Cognitive modeling and intelligent tutoring
Artificial Intelligence - Special issue on artificial intelligence and learning environments
Software Engineering: A Practitioner's Approach
Software Engineering: A Practitioner's Approach
ITS '96 Proceedings of the Third International Conference on Intelligent Tutoring Systems
Human Problem Solving
Special purpose ontologies and the representation of pedagogical knowledge
ICLS '96 Proceedings of the 1996 international conference on Learning sciences
WHAT: Web-Based Haskell Adaptive Tutor
AIMSA '02 Proceedings of the 10th International Conference on Artificial Intelligence: Methodology, Systems, and Applications
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In the field of Intelligent Tutoring Systems (ITS) the organisation of the knowledge to be taught (curriculum) plays an important role. Educational theories have been used to organise the information and tools have been developed to support it. These tools are very useful but not sufficient to edit a large curriculum. We need rules to help preventing incoherences, and a guideline for determining such rules. In this paper, we report on two experiments. The first one seeks of determining some rules which we shall use to improve an existing curriculum. The second experiment uses these rules during the construction of a new curriculum in order to prevent initial mistakes.