Authoring learning environments using an embedded pedagogical model

  • Authors:

  • Smadar Kedar;David Guralnick;Ann Holum;Ray Bareiss;Richard Beckwith;Alex Kass

  • Affiliations:

  • Northwestern University, Evanston, IL;Northwestern University, Evanston, IL;Northwestern University, Evanston, IL;Northwestern University, Evanston, IL;Northwestern University, Evanston, IL;Northwestern University, Evanston, IL

  • Venue:
  • ICLS '96 Proceedings of the 1996 international conference on Learning sciences
  • Year:
  • 1996

Quantified Score

Hi-index 0.00

Visualization

Abstract

For computer-based learning environments to make a major impact on education, we need tools to scale up construction of these systems in order to deploy the technology. On the one hand, commercial authoring tools can be used by educators to ease construction of learning environments. However, these tools provide no guidance in terms of pedagogy. On the other hand, construction tools for intelligent tutoring systems (ITSs) can assist educators in authoring tutoring systems by helping them encode instructional content, but many require authors to specify explicit models such as teaching strategies and student models. Although the resulting software is pedagogically principled, encoding these models is cumbersome. For educators to create quality tutoring programs with relative ease, our approach combines the commitment to pedagogy of the ITS tools, with the ease of authoring of off-the-shelf tools. by embedding a pedagogical model implicitly in a tool. The embedded model ensures that the resulting learning environments will be pedagogically sound, while freeing educators to concentrate on curriculum content. We demonstrate this with a case study of a prototype authoring tool, Investigative Goal-Based Scenario (IGBS) Builder, intended for educators building multimedia learning environments using an embedded pedagogical model of situated instruction.