Toward a theory of curriculum for use in designing intelligent instructional systems
Learning Issues for Intelligent Tutoring Systems
Having It All, Maybe: Design Tradeoffs in ITS Authoring Tools
ITS '96 Proceedings of the Third International Conference on Intelligent Tutoring Systems
Knowledge-based adaptive curriculum sequencing for CAI: Application of a network representation
ACM '77 Proceedings of the 1977 annual conference
EDU-EX: A Tool for Auto-Regulated IntelligentTutoring Systems Development Based on Models
Artificial Intelligence Review
An Authoring Tool for Building Adaptive Learning Guidance Systems on the Web
AMT '01 Proceedings of the 6th International Computer Science Conference on Active Media Technology
Curriculum Evaluation: A Case Study
ITS '98 Proceedings of the 4th International Conference on Intelligent Tutoring Systems
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In intelligent learning/tutoring environments which deal with several types of knowledge or with knowledge in complex domains, some form of pedagogical and curriculum knowledge must be represented in order for the ITS to offer guidance and structure in the learning process. In this paper we illustrate how pedagogical knowledge is represented by various instructional theories and ITS systems, discuss a number of key issues involved in authoring pedagogical knowledge, and show how these issues are addressed in the representational framework of the Eon ITS authoring tools. Unique among the methods we use are Ontology objects, which allow for the creation of representational frameworks tailored to classes of domains or tasks, and "topic levels," which provide an additional level of sophistication beyond network representations, while increasing cognitive clarity.