An epistemological approach to intelligent tutoring systems

Abstract

We advocate a tieii~ approach to hiiilditig Intelligeiit Tiitoritig Systems (ITS) based iipori the concept of faniiliar-schenies. We describe the pedagogical shortconiirigs of approaclies that do not sirfficiently take into accoiitit the str-iictiir-es that Ieariiers bring to hear iti tieit' Icarriitig sititafiotis. By detcrriiitiiri,y the tiatiire of tlic schenies of the individiral Icar-tier, atid theti attonpritig to prolide the types of problenis, analogies, and esplariatioris that will bestfir with that individual, an ITS caii hest assist a lear-tier-ili dewloping the hciiristics arid 'adniitiistratiw skills' to SOII*C tinti-tr-i~.ial problems. We clescrihe the cotiipotietits of a systeni hirilt according to these goals, and discuss its advantages arid shortcomings.

A Knowledge Sharing Environment for Sport Management

“…Also, the knowledge sharing environment has been designed not only for browsing through a repository of items, but also to respond to the users' most common and most critical issues. It is problem solving oriented (Boder and Cavallo, 1990). For each topic, a set of answers is provided in the form of « how to », accompanied by a few hints, allowing to address a task coherently.…”

Collective intelligence: a keystone in knowledge management

“…The view taken in this paper is deeply influenced by a constructivist view of intelligence, with its origin in Piaget (1970), developed further with emphasis on the social component (Papert, 1980) and with impacts both on models of growth (Cavallo, 2004) and tutoring applications (Boder and Cavallo, 1990). …”

The process of knowledge reification in human‐human interaction

“…I believe, this is m n g to the extent that learning (even at initial stages) should be reoriented and be much more task-oriented. Hence, the aquisition of knowledge should focus on heuristic and not yet formalized and validated knowledge (see Boder & Cavallo, 1990, for more detailed arguments).…”