Advertisement

Some characteristics of instructional design for industrial training

  • Claude Frasson
Invited Papers
  • 130 Downloads
Part of the Lecture Notes in Computer Science book series (LNCS, volume 1108)

Abstract

Industrial training needs to be improved as employees are faced with a rapid change in their knowledge environment and their responsibilities. Instructional design was often considered as a keypoint of knowledge transfer but the outcomes in terms of cost and efficiency depend greatly on how the design is realized and how the employees can efficiently use the learning material. In the SAFARI project, which aims at developing various components of Intelligent Tutoring Systems (ITS), cooperation with industry led us to deliver gradual tutoring systems that correspond to different real needs. Lessons learned from this experience highlight some realistic aspects of training in industry and allow to consider instructional design according to a new point of view.

Keywords

Instructional Design Tutor System Intelligent Tutor System Knowledge Element Instructional Objective 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Murray, T., and Woolf, B. Design and implementation of an intelligent multimedia tutor. In AAAI'93 tutorials.Google Scholar
  2. 2.
    Gecsei, J., Frasson, C., SAFARI: an Environment for Creating Tutoring Systems in Industrial Training. EdMedia. World Conference on Educational Multimedia and Hypermedia. Vancouver (1994).Google Scholar
  3. 3.
    Jonassen, D. H., Grabinger, S., Instructional design and development advisor: Intelligent job aid, help system, and intelligent authoring system. Denver, CO: Division of Instructional Technology, University of Colorado, Denver (1991).Google Scholar
  4. 4.
    Nkambou, R., Gauthier, G., & Frasson, C., An authoring environmenmt for curriculum and courses building in an ITS. In 3th International Conference on Computer Aided Instruction in Sciences and Engineering. Springer-Verlag, Berlin (1996).Google Scholar
  5. 5.
    Gagné R.M., (1984). The conditions of learning, 4 ed. Les éditions HRW Ltée, Montréal.Google Scholar
  6. 5.
    Nkambou, R., Lefebvre, B., Gauthier, G.: A Curriculum-Based Student Model for Intelligent Tutoring System. Fifth International Conference on User Modelling, Kailua-Kona (1996).Google Scholar
  7. 7.
    Frasson C., Mengelle T., Aïmeur E., Gouardères G.: An Actor-Based Architecture for Intelligent Tutoring Systems. Third International Conference ITS'96, Montréal. Canada, LNCS (1996).Google Scholar
  8. 8.
    Chan, T.W., Baskin, A.B.: Learning Companion Systems. In C. Frasson & G. Gauthier (Eds.), Intelligent Tutoring Systems: At the Crossroads of Artificial Intelligence and Education. Chapter 1. New Jersey. Ablex Publishing Corporation (1990)Google Scholar
  9. 9.
    Palthepu, S., Greer, J., McCalla, G.: Learning by Teaching. The Proceedings of the International Conference on the Learning Sciences, AACE (1991).Google Scholar
  10. 10.
    Aïmeur, E., Frasson, C. & Alexe, C. Towards New Learning Strategies In Intelligent Tutoring Systems. Brazilian Conference of Artificial Intelligence SBIA'95. Springer Verlag, (1995).Google Scholar
  11. 11.
    Aïmeur, E., Frasson, C.: Analyzing a new learning strategy according to different knowledge levels, Computer and Education. An International Journal, to appear (1996).Google Scholar
  12. 12.
    Nkambou, R., Frasson, M. C., & Frasson, C., Generating Courses in an Intelligent Tutoring System. In proceedings of IEA-AIE'96, (1996).Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 1996

Authors and Affiliations

  • Claude Frasson
    • 1
  1. 1.Département d'informatique et de recherche opérationnelleUniversité de MontréalMontréalCanada

Personalised recommendations