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Guidon-manage revisited: A socio-technical systems approach

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Intelligent Tutoring Systems (ITS 1992)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 608))

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Abstract

Until the late 1980s, ITS research proceeded in a harmonious way, with almost universal agreement within the community about the nature of human knowledge and learning. With the rise of situated cognition theories, considerable confusion has developed about theories of intelligence, when and how formal subject matter theories should be taught, and the relation of instructional technology to human interactions. Now, after several years of forming a new interdisciplinary community, methods for developing instructional programs can be articulated that emphasize developing programs that fit in the classroom and workplace. These methods place previous design processes into sharp relief and help us understand situated cognition claims about the relation of theory and practice.

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Authors and Affiliations

  1. Institute for Research on Learning, 2550 Hanover Street, 94304, Palo Alto, CA

    William J. Clancey

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  1. William J. Clancey
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Claude Frasson Gilles Gauthier Gordon I. McCalla

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© 1992 Springer-Verlag Berlin Heidelberg

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Clancey, W.J. (1992). Guidon-manage revisited: A socio-technical systems approach. In: Frasson, C., Gauthier, G., McCalla, G.I. (eds) Intelligent Tutoring Systems. ITS 1992. Lecture Notes in Computer Science, vol 608. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-55606-0_3

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  • DOI: https://doi.org/10.1007/3-540-55606-0_3

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  • Print ISBN: 978-3-540-55606-0

  • Online ISBN: 978-3-540-47254-4

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