Modelling human teaching tactics and strategies for tutoring systems

Article English OPEN
du Boulay, Benedict ; Luckin, Rosemary (2001)
  • Subject: QA75
    acm: ComputingMilieux_COMPUTERSANDEDUCATION

One of the promises of ITSs and ILEs is that they will teach and assist learning in an intelligent manner. Historically this has tended to mean concentrating on the interface, on the representation of the domain and on the representation of the student’s knowledge. So systems have attempted to provide students with reifications both of what is to be learned and of the learning process, as well as optimally sequencing and adjusting activities, problems and feedback to best help them learn that domain. We now have embodied (and disembodied) teaching agents and computer-based peers, and the field demonstrates a much greater interest in metacognition and in collaborative activities and tools to support that collaboration. Nevertheless the issue of the teaching competence of ITSs and ILEs is still important, as well as the more specific question as to whether systems can and should mimic human teachers. Indeed increasing interest in embodied agents has thrown the spotlight back on how such agents should behave with respect to learners. In the mid 1980s Ohlsson and others offered critiques of ITSs and ILEs in terms of the limited range and adaptability of their teaching actions as compared to the wealth of tactics and strategies employed by human expert teachers. So are we in any better position in modelling teaching than we were in the 80s? Are these criticisms still as valid today as they were then? This paper reviews progress in understanding certain aspects of human expert teaching and in developing tutoring systems that implement those human teaching strategies and tactics. It concentrates particularly on how systems have dealt with student answers and how they have dealt with motivational issues, referring particularly to work carried out at Sussex: for example, on responding effectively to the student’s motivational state, on contingent and Vygotskian inspired teaching strategies and on the plausibility problem. This latter is concerned with whether tactics that are effectively applied by human teachers can be as effective when embodied in machine teachers.
  • References (87)
    87 references, page 1 of 9

    Akhras, F. N. and Self, J. A. (2000). System intelligence in constructivist learning. International Journal of Artificial Intelligence in Education, 11. to appear.

    Aleven, V. and Koedinger, K. R. (2000). Limitations of student control: Do students know when they need help? In Intelligent Tutoring Systems: 5th International Conference, ITS2000, Montreal, number 1839 in Lecture Notes in Computer Science, pages 292-303. Springer, Berlin.

    Anderson, J. R. (1990). The Adaptive Character of Thought. Lawrence Erlbaum Associates, Hillsdale, New Jersey.

    Anderson, J. R., Boyle, C. F., and Yost, G. (1985). The geometry tutor. In Proceedings of IJCAI'85, Los Angeles, California, pages 1-7.

    Anderson, J. R., Corbett, A. T., Koedinger, K. R., and Pelletier, R. (1995). Cognitive tutors: Lessons learned. The Journal of the Learning Sciences, 4(2):167-207.

    Anderson, J. R. and Reiser, B. J. (1985). The LISP tutor. BYTE, 10(4):159-175.

    Arroyo, I., Beck, J. E., Woolf, B. P., Beal, C. R., and Schultz, K. (2000). Macroadapting animalwatch to gender and cognitive differences with respect to hint interactivity and symbolism. In Intelligent Tutoring Systems: 5th International Conference, ITS2000, Montreal, number 1839 in Lecture Notes in Computer Science, pages 574-583. Springer, Berlin.

    Beck, J., Stern, M., and Woolf, B. P. (1997). Using the student model to control problem difficulty. In Jameson, A., Paris, C., and Tasso, C., editors, User Modeling: Proceedings of Sixth International Conference, UM97, pages 278-288, New York. Springer Wien.

    Bliss, J., Askew, M., and Macrae, S. (1996). Effective teaching and learning: Scaffolding revisited. Oxford Review of Education, 22(1):37-61.

    Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6):4-16.

  • Metrics
    0
    views in OpenAIRE
    0
    views in local repository
    419
    downloads in local repository

    The information is available from the following content providers:

    From Number Of Views Number Of Downloads
    Sussex Research Online - IRUS-UK 0 419
Share - Bookmark