Maria Moundridou

Analysis and design of a web-based authoring tool generating intelligent tutoring systems

Authoring tools for intelligent tutoring systems (ITSs) are meant to provide environments where instructors may author their own ITSs in varying domains. In this way, painful constructions of ITSs, which are not reusable, may be avoided. However, the construction of an authoring tool is associated with many problems, such as the generality of the techniques incorporated, domain-independence, effectiveness for the prospective authors (instructors), and effectiveness for the students who will use the resulting ITSs. In this paper we will report on an empirical study that we conducted in order to design and develop WEAR, an ITS authoring tool for Algebra-related domains. In the study we investigated several aspects concerning the attitude and behaviour of both students and instructors. The study revealed important issues and was then used for the specification of the design of WEAR. A brief description of the developed system is also included in the paper so that the way that the design specifications were put into practice may be shown. However, a lot of the authoring tools requirements that came to light could be applicable to other authoring tools as well. The most important requirement of this kind was the need for an instructor modelling component so that adaptivity could be provided to human instructors (authors). The provision of such facility is a novelty in the area of ITS authoring tools.

Authoring and delivering adaptive Web-based textbooks using WEAR

The authors describe the adaptive courseware authoring capabilities of WEAR, an ITS authoring tool for algebra-related domains. The system allows the authoring of electronic textbooks and delivers them over the WWW. Then, learners are offered navigation support adapted to their individual needs and knowledge. The domain knowledge and the information kept in learner models are used in WEAR to provide adaptive navigation to students and also to support the instructional designers in the authoring process. An instructor model incorporated in WEARs architecture contains additional information that is exploited by the system to achieve the goal of authoring support.

Student and Instructor Models: Two Kinds of User Model and Their Interaction in an ITS Authoring Tool

WEAR is a Web-based authoring tool for Intelligent Tutoring Systems in Algebra related domains. Apart from modelling the student which is a common practice in almost all ITSs and ITS authoring tools, WEAR deals also with modelling the other class of its users: the instructors. Student and instructor models in WEAR interact with each other by exchanging information. This is in favour of both classes of WEARs users, since they are affected by each other in a way similar to the one in a real educational setting. This paper describes the two kinds of user model and the type of information that they exchange. The issues raised in this research may be applied to other authoring t ools by the addition of an instructor modelling component.

Modelling the Instructor in a Web-Based Authoring Tool for Algebra-Related ITSs

This paper describes the development of a web-based authoring tool for Intelligent Tutoring Systems and focuses on its instructor modelling capabilities. The tool is called WEAR and aims to be useful to teachers and students of domains that make use of algebraic equations. Specifically, the tool provides assistance to human teachers while they are constructing exercises and it then monitors the students while they are solving the exercises and provides appropriate feedback. The instructor modelling mechanism renders the system adaptable to the specific needs and interests of each individual user (instructor), concerning the construction of new exercises and the retrieval of existing ones.

Authoring intelligent tutoring systems over the World Wide Web

WEAR is a Web-based authoring tool for the construction of Intelligent Tutoring Systems (ITSs) in algebra-related domains, such as physics, economics, chemistry, etc. In WEARs authoring environment instructors are able to construct problems and tests and also build adaptive electronic textbooks. In return, WEAR generates an intelligent learning environment in which students can solve problems and study the topics of the curriculum. WEAR apart from modelling the student which is a common practice in almost all ITSs and ITS authoring tools, deals also with modelling the other class of its users: the instructors. Based on the user models it maintains, WEAR adapts the interaction with both students and instructors and provides them with individualised feedback and help.

Educating engineer educators on technology enhnaced learning based on TPACK

A main issue in educating engineer educators on how to integrate technology in teaching is to make them (a) appreciate pedagogical theories as a guide for designing effective learning contexts, as well as (b) approach technology as a cognitive tool instead of a learning outcome — as they usually do due to the close connection of their discipline with technological advances. It is especially challenging but necessary for integrating technology in a constructivist context, to stimulate conceptual and instructional changes, preparing teachers to focus on pedagogy, content, and technology as well as on the way they need to appropriately combine them in order to design learner-centered, technology enhanced contexts. In this paper, we propose an approach for educating engineer educators on TEL that uses WebQuests as the main methodological tool for cultivating technological pedagogical content knowledge (TPACK). Through WebQuests we aim to cultivate pedagogical and technological skills to student engineers. At the same time, we aim at stimulating them to reflect and elaborate on their subject matter and on how to design learning in an authentic context.