By N. Balacheff (auth.), Thomas T. Liao (eds.)
As we method the twenty first century, the necessity to higher hyperlink learn findings and sensible functions of complicated academic applied sciences (AET) remains to be a concern. in the course of the five-year NATO precise Programme on AET, many complex research institutes and learn workshops eager about construction bridges among researchers in and clients of academic know-how. The organizing committee of the ultimate capstone workshop which came about in September 1993 additionally selected to target this subject. 3 place papers, written through contributors of the AET advisory committee, supplied the heritage and platform for the two-day workshop that was once designed to supply instructions for destiny AET examine and implementation tasks. Nicolas Balacheff kicked off the workshop with a philosophical evaluation of the study matters and destiny learn agendas. Herman Bouma and his colleagues on the Institute for conception learn mentioned implementation concerns and difficulties of know-how move from examine laboratories to academic product development.
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Extra resources for Advanced Educational Technology: Research Issues and Future Potential
This approach implies that at all stages the design process of an interactive learning system should be based on 1. fundamental research on the learning process the system will support (see also, McDermott, 1992), and 2. continuous user testing with the prototype (see also Zucchermaglio, 1993). The first type of research is mainly of importance for student modeling purposes, whereas the second type of research evaluates the interaction between the 32 D. G. Bouwhuis, R. van Hoe, and H. Bouma instruction environment and the learning process.
Bouma by naive students. There is in fact no reliable and systematic evidence on this; the incidental nature of the discovery seems at most to lead to fragmentary knowledge, not to a generalizable body of knowledge. It may equally well lead to confusion and increased cognitive load, as the simulation is, by definition, not under user control and does not synchronize its progress with the student's understanding. An additional problem is the demand character. For some reason, micro worlds seem to be aimed at group teaching, and from the existing protocols it emerges that frequently only few of the participants are actively engaged in solving the simulation problem.
Although different architecture for ITSs have been proposed, there is considerable consensus in the literature that ITSs consist of at least four basic modules: 1. , what to teach); 2. , whom to teach); 3. , how to teach); 4. communication (user interface) module. Though the NATO Special Programme on AET has provided a multifaceted overview of the merits of the ITS approach, it demonstrates at the same time that there are also serious problems connected with it. 1 Student Models As current interactive learning environments are developed according to an expert system methodology, the expert module is the most central component of those systems (Frasson, 1992).