Abstract
This chapter suggests a general instructional strategy for intelligent computer-assisted instruction (ICAI). (or intelligent tutoring systems). The strategy is instantiated in the context of a lesson in weather. The weather context involves using a domain-independent instructional strategy to teach a cognitive strategy. As instantiated, the lesson consists of an expository instructional strategy to teach a visualization strategy in the context of advection. Our intent is to increase via an instructional tutoring system (ITS) an individual’s ability to visualize. Visualization will be measured by a test from the ETS French Kit. The program is designed to teach approximately an hour of the domain of advection. Our knowledge representation of this strategy is in the form of rules. We chose the teaching of a cognitive strategy (i.e., visualization) for the following reasons (a) it is appropriate for ICAI technology, (b) it will facilitate the teaching of domain-specific knowledge of advection, (c) it is considered a domain-independent strategy, and (d) the approach was viewed as feasible by the Air Force subject matter experts in weather. The tutor and student model have been designed.
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O’Neil, H.F., Jacoby, A., Craig, T.G. (1992). An instructional strategy to teach a cognitive strategy via intelligent computer-assisted instruction: A design. In: Dijkstra, S., Krammer, H.P.M., van Merriënboer, J.J.G. (eds) Instructional Models in Computer-Based Learning Environments. NATO ASI Series, vol 104. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-02840-7_12
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DOI: https://doi.org/10.1007/978-3-662-02840-7_12
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