SOLA*: Students On-Line Advisor

Arshad, Farath; Kelleher, G.

doi:10.1006/imms.1993.1013

Cited by 6 publications

(4 citation statements)

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“…An early example of the above was a study advisor, SOLA* (Arshad & Kelleher, ). This system was aimed at students who were proposing to engage in self‐directed study in statistics, but it could be adapted to other domains and other learning situations.…”

Section: Developing New Pedagogymentioning

confidence: 99%

Escape from the Skinner Box: The case for contemporary intelligent learning environments

Boulay¹

2019

Brit J Educational Tech

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Intelligent Tutoring systems (ITSs) and Intelligent Learning Environments (ILEs) have been developed and evaluated over the last 40 years. Recent meta‐analyses show that they perform well enough to act as effective classroom assistants under the guidance of a human teacher. Despite this success, they have been criticised as embodying a retrograde behaviourist technology. They have also been caught up in broader controversies about the role of Artificial Intelligence in society and about the entry of big data companies into the education market and the harvesting of learner data. This paper concentrates on rebutting the criticisms of the pedagogy of ITSs and ILEs. It offers examples of how a much wider range of pedagogies are available than their critics claim. These wider pedagogies operate at both the screen level of individual systems, as well as at the classroom level within which the systems are orchestrated by the teacher. It argues that there are many ways that such systems can be integrated by the teacher into the overall experience of a class. Taken together, the screen‐level and orchestration‐level dramatically enlarge the range of pedagogies beyond what was possible with the “Skinner Box.”

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Section: Developing New Pedagogymentioning

confidence: 99%

Escape from the Skinner Box: The case for contemporary intelligent learning environments

Boulay¹

2019

Brit J Educational Tech

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“…9. Arshad and Kelleher (1993) describe an on-line student advisory system which is explicitly based on these features of CASTE.…”

Section: Notesmentioning

confidence: 99%

Adaptive systems in education: a review and conceptual unification

Wilson¹,

Scott²

2017

IJILT

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Purpose The purpose of this paper is to review the use of adaptive systems in education. It is intended to be a useful introduction for the non-specialist reader. Design/methodology/approach A distinction is made between intelligent tutoring systems (ITSs) and adaptive hypermedia systems (AHSs). The two kinds of system are defined, compared and contrasted. Examples of the implementation of the two kinds of system are included. Findings Similarities and differences between the two kinds of system are highlighted. A conceptual unification is proposed based on the architecture of Course Assembly System and Tutorial Environment, a seminal prototype learning environment developed by Pask and Scott in the 1970s as an application of Pask’s conversation theory. Originality/value The architecture shows how the key aspects of ITSs and AHSs can be combined to complement each other. It is intended to be an original contribution that is of particular interest for the specialist reader.

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“…CAL systems generally make use of knowledge representations that are carefully constructed to enable the system to leverage aspects of subject content that map onto learning needs and anticipated questions and difficulties. Entailment meshes and task structures are ideal for such applications; indeed, Pask and Scott's work has been widely applied to the development of CAL systems (e.g., Arshad & Kelleher, 1993; Patel, Scott, & Kinshuk, 2001; Thomas & Harri‐Augstein, 2001). However, the development of such support representations is an expert, detailed, and time‐consuming task.…”

Section: Towards “Enabling” Ir Systemsmentioning

confidence: 99%

Modeling cognitive processes in information seeking: From Popper to Pask

Ford

2004

J. Am. Soc. Inf. Sci.

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This report explores the intellectual processes entailed during information seeking, as information needs are generated and information is sought and evaluated for relevance. It focuses on the details of cognitive processing, reviewing a number of models. In particular, Popper's model of the communication process between an individual and new information is explored and elaborated from the perspective of Pask's Conversation Theory. The implications of this theory are discussed in relation to the development of what Cole has termed "enabling" information retrieval systems.

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SOLA*: Students On-Line Advisor

Cited by 6 publications

References 0 publications

Escape from the Skinner Box: The case for contemporary intelligent learning environments

Escape from the Skinner Box: The case for contemporary intelligent learning environments

Adaptive systems in education: a review and conceptual unification

Modeling cognitive processes in information seeking: From Popper to Pask

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