Abstract: This paper discusses the problems of developing versatile adaptive and intelligent learning systems that can be used in the context of practical Web-based education. We argue that versatility is an important feature of successful Web-based education systems. We introduce ELM-ART, an intelligent interactive educational system to support learning programming in LISP. ELM-ART provides all learning material online in the form of an adaptive interactive textbook. Using a combination of an overlay model and an episodic student model, ELM-ART provides adaptive navigation support, course sequencing, individualized diagnosis of student solutions, and example-based problem-solving support. Results of an empirical study show different effects of these techniques on different types of users during the first lessons of the programming course. ELM-ART demonstrates how some interactive and adaptive educational components can be implemented in WWW context and how multiple components can be naturally integrated together in a single system.

The paper provides a review of adaptive and intelligent technologies in a context of Web-based distance education. We analyze what kind of technologies are available right now, how easy they can be implemented on the Web, and what is the place of these technologies in large-scale Web-based education.

. Most learning systems and electronic textbooks accessible via the WWW up to now lack the capabilities of individualized help and adapted learning support that are the emergent features of on-site intelligent tutoring systems. This paper discusses the problems of developing interactive and adaptive learning systems on the WWW. We introduce ELM-ART II, an intelligent interactive textbook to support learning programming in LISP. ELM-ART II demonstrates how interactivity and adaptivity can be implemented in WWW-based tutoring systems. The knowledge-based component of the system uses a combination of an overlay model and an episodic user model. It also supports adaptive navigation as individualized diagnosis and help on problem solving tasks. Adaptive navigation support is achieved by annotating links. Additionally, the system selects the next best step in the curriculum on demand. Results of an empirical study show different effects of these techniques on different types of users during ...

We argue that traditional sequencing technology developed in the field of intelligent tutoring systems could find an immediate place in largescale web-based education. This paper discusses two models that have been explored by the authors -- the dynamic course generation system DCG and the concept-based course maintenance system CoCoA. DCG includes components for domain authoring and for automatic generation of adaptive courses on the WWW. It allows automatic generation of individualised courses according to the learner's goal and previous knowledge, and can dynamically adapt the course according to the learner's success in acquiring knowledge. . CoCoA can check the consistency and quality of a course at any moment of its life and also assists course developers in some routine operations.

Abstract. Universities, experiencing growths in student enrollment and reductions in operating budgets, are faced with the problem of providing adequate help resources for students. Help resources are needed at an institution-wide and also at a course-specific level, due to the limited time of instructors to provide help and answer questions. The Intelligent IntraNet Peer Help Desk provides an integration and application of previously developed ARIES Lab tools for peer help to university teaching. One of its components, CPR, provides a subject-oriented discussion forum and FAQ-list providing students with electronic help. Another component, PHelpS, suggests an appropriate peer to provide human help. In both cases it is peer help, since the help originates from students themselves. The selection of the appropriate help resource (electronic or human) is based on modelling student knowledge and on a conceptual model of the subject material. 1

. This paper discusses the problems of developing adaptive self-explaining interfaces for advanced World-Wide Web (WWW) applications. Two kinds of adaptation are considered: incremental learning and incremental interfaces. The key problem for these kinds of adaptation is to decide which interface features should be explained or enabled next. We analyze possible ways to implement incremental learning and incremental interfaces on the WWW and suggest a "user as student" approach. With this approach, the order of learning or enabling of interface features is determined by adaptive sequencing, a popular intelligent tutoring technology, which is based on the pedagogical model of the interface and user knowledge about it. We describe in detail how this approach was implemented in the InterBook system, a shell for developing Web-based adaptive electronic textbooks. 1 Introduction Current advanced World Wide Web-based applications are more than networks of static hypertext pages. They offer ...

Automated handling of tutoring and training functions in educational systems requires the availability of articulate domain models. In this article we further develop the application of qualitative models for this purpose. A framework is presented that defines a key role for qualitative models as interactive simulations of the subject matter. Within this framework our research focuses on automating the diagnosis of learner behaviour. We show how a qualitative simulation model of the subject matter can be reformulated to fit the requirements of general diagnostic engines such as GDE. It turns out that, due to the specific characteristics of such models, additional structuring is required to produce useful diagnostic results. A set of procedures is presented that automatically maps detailed simulation models into a hierarchy of aggregated models by hiding non-essential details and chunking chains of causal dependencies. The result is a highly structured subject matter model that enables the diagnosis of learner behaviour by means of an adapted version of the GDE algorithm. An experiment has been conducted that shows the viability of the approach taken, i.e., given the output of a qualitative simulator the procedures we have developed automatically generate a structured subject matter model and subsequently use this model to successfully diagnoses learner behaviour. 2000 Elsevier Science B.V. All rights reserved.

Current fashion in "user-friendly" softw overreliance on direct manipulation inte: (and thus trhly user-friendly), applicatk faes and domain-enriched languages th This paper discusses some of the desigqr ation of such programmable applications,5 "SchemePaint," a graphics application t interface with an interpreter for (a "gral; Copyright ) Massachusetts Institu This report describes research done at the Artificial Int Institute of Technology. Support for the laboratory's in part by the Advanced Research Projects Agency of It Naval Research contract N00014-89-J-3202 and by the number MIP-9001651.

This paper presents a survey of the issues and previous research in Intelligent ComputerAided Instruction (ICAI). Unlike previous surveys of ICAI, which have been organized around the seminal ICAI systems, this one concentrates on the contribution of each effort to our understanding of the various components of ICAI systems. Along the way, comparisons are made between ICAI and CAI, although a CAI straw man is used due to the focus of the paper. Various learning scenarios are discussed, including computer coaches, gaming environments, mixed initiative dialog, Socratic tutors, articulate experts, interactive simulation, and discovery learning. Various forms of knowledge representation are discussed along with relevant issues and examples. Several techniques for student modeling and diagnosis are presented, as are their respective advantages and disadvantages. Pedagogical knowledge, its role in ICAI, and several examples are highlighted. The evolution of discourse management techniques fo...

Abstract not found