Abstract
Intelligent Tutoring Systems (ITS) have proven to be effective tools for teaching and training. However, ITSs have not become common in industrial and organisational settings, in part because their complexity has proven difficult to manage outside of the research lab. Minimalist ITSs are an attempt to bridge the gap between research and practical application; they simplify research techniques while striving to maintain as much pedagogic intelligence as possible. This paper describes one such system, SWIFT, that is an example of how a minimalist ITS can be delivered as a commercial product. We outline some of the issues facing designers of a minimalist system, and describe the ways that research techniques have been incorporated into four modules of SWIFT: adaptive testing, course planning, guidance, and diagnosis.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Ayala, G. and Yano, Y. (1994) Design Issues in a Collaborative Learning Environment for Japanese Language Patterns. Educational Multimedia and Hypermedia, AACE, 67–72.
Brecht (Wasson), B. (1990) Determining the Focus of Instruction: Content Planning for Intelligent Tutoring Systems. Unpublished doctoral dissertation, University of Saskatchewan.
Brusilovsky, P., van Marcke, K., Murray, T., Major, N. and Vassileva, J. (1994) Minimalist ITS. Panel Discussion, Educational Multimedia and Hypermedia, AACE.
Deny, S., and Murphy, D.A., (1986), Designing Systems that Train Learning Ability: From Theory to Practice. Review of Educational Research, 56 (1), 1–39.
Derry, S. (1992) Metacognitive Models of Learning and Instructional System Design. In Adaptive Learning Environments: Foundations and Frontiers, M. Jones and P. Winne ed. Springer-Verlag. 257–286.
Elsom-Cook, M. (1990) Guided Discovery Tutoring. London: Paul Chapman Publishing.
Johnson, W. L. and Soloway, E. (1985) PROUST: An Automatic Debugger for Pascal Programs. Byte, 10 (4), 179–190.
Jones, M. (1992) Introduction. In Adaptive Learning Environments: Foundations and Frontiers, M. Jones and P. Winne ed., Springer-Verlag, 1–10.
Major, N. (1994) Evaluating COCA - What do teachers think? Educational Multimedia and Hypermedia, AACE, 361–366.
Major, N. and Reichgelt, H. (1992) COCA: A Shell for Intelligent Tutoring Systems. Intelligent Tutoring Systems, Springer-Verlag, 523–530.
Massie Adolphe, K. (1994) AI and Education. Canadian AI Magazine, 34 (1), 4 - 8.
McCalla, G. I. and Greer, J. E. (1990) SCENT-3: An architecture for intelligent advising in problem-solving domains. In Intelligent Tutoring Systems: At the Crossroads of Artificial Intelligence and Education, C. Frasson and G. Gauthier eds. Norwood, NJ: Ablex, 140–161
McCalla, G.I, and Greer, J.E. (1994), Granularity-Based Reasoning and Belief Revision in Student Models, In Student Modelling: The Key to Individualized Knowledge-Based Instruction, J. Greer and G. McCalla, Springer-Verlag, 39–62.
Murray, T. and Woolf, B. (1992) Tools for Teacher Participation in ITS Design. Intelligent Tutoring Systems, Springer-Verlag, 593v600.
Pressley, M., Johnson, C., Symons, S., McGoldrick, J., Kurita, J., (1989), Strategies That Improve Children’s Memory and Comprehension of Text. The Elementary School Journal, 90 (1), 3–32.
Shuell, T. J. (1992) Designing Instructional Computing Systems for Meaningful Learning. In Adaptive Learning Environments: Foundations and Frontiers, M. Jones and P. Winne ed., Berlin: Springer-Verlag, 19–54.
Shute, V. (1990) Rose Garden Promises of Intelligent Tutoring Systems: Blossom or Thorn?, Space Operations, Applications and Research (SOAR) Symposium, June 1990, Albuquerque, NM.
Shute, V. (1994) Regarding the I in ITS: Student Modelling. In Educational Multimedia and Hypermedia, AACE, 50–57.
Shute, V. J. and Glaser, R. (1990) A Large-scale Evaluation of an Intelligent Discovery World: Smithtown. Interactive Learning Environments, 1 (1), 51–77.
van Marcke, K. (1990) “A Generic Tutoring Environment.” The European Conference on Artifical Intelligence, 655–660.
Welch, R.E., and Frick, T.W. (1993), Computerized-Adaptive Testing in Instructional Settings. Educational Technology Research and Development, 41 (3), 47–62.
Winne, P. (1992) State-of-the-Art Instructional Computing Systems that Afford Instruction and Bootstrap Research. In Adaptive Learning Environments: Foundations and Frontiers, M. Jones and P. Winne ed., Berlin: Springer-Verlag, 349–380.
Winne, P., Butler, D., McGinn, M., Sugarman, J., Jones, M., Mark, M., and Field, D. (1992) STUDY: A Tool for Authoring Adaptive Learning Environments and for Advancing Instructional Research. In Appendix to Proceedings of ITS’92.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1996 Springer Pub. Co.
About this chapter
Cite this chapter
Gutwin, C., Jones, M., Brackett, P., Adolphe, K.M. (1996). Bringing ITS to the Marketplace: A Successful Experiment in Minimalist Design. In: Maurer, H., Calude, C., Salomaa, A. (eds) J.UCS The Journal of Universal Computer Science. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-80350-5_17
Download citation
DOI: https://doi.org/10.1007/978-3-642-80350-5_17
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-80352-9
Online ISBN: 978-3-642-80350-5
eBook Packages: Springer Book Archive