University-level computer-assisted instruction at Stanford: 1975

Suppes, Patrick; Smith, Robert Emery; Beard, Marian

doi:10.1007/bf00121084

Cited by 28 publications

(27 citation statements)

References 15 publications

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“…The oldest is a computer-aided education course in axiomatic set theory (Suppes & Sheehan, 1981a). The youngest, a CAE course in logic, is also in use at other universities (Suppes & Sheehan, 1981b). Both of these intelligent tutoring courses use automatic theorem proving for checking the correctness of students' proofs in axiomatic set theory or symbolic logic.…”

Section: Intelligent Scoring Of Complex Constructed Responsesmentioning

confidence: 99%

The Four Generations of Computerized Educational Measurement

Bunderson

Inouye

Olsen³

1988

ETS Research Report Series

102

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Educational measurement is undergoing a revolution, due to the rapid dissemination of information-processing technology. One of the most notable aspects of that revolution is the rapidity with which it has come upon us. It is perhaps inevitable that the recent growth in power and sophistication of computing resources and the widespread dissemination of computers in daily life have brought about irreversible changes in educational measurement.

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Section: Intelligent Scoring Of Complex Constructed Responsesmentioning

confidence: 99%

The Four Generations of Computerized Educational Measurement

Bunderson

Inouye

Olsen³

1988

ETS Research Report Series

102

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“…It means generating interactions and presentations from information primitives using an "instructional grammar" that is analogous to the deep structure grammar of the transformationalgenerative linguists of a generation ago. This functionality harkens back to the roots of ITS development as (again) can be seen in the volumes edited by Suppes (1981), Sleeman and Brown (1982), Psotka, Massey, andMutter (1988), andFarr andPsotka (1992).…”

Section: Intelligent Tutoring Systems (Itss)mentioning

confidence: 90%

“…It requires mutual understanding of a language for information retrieval, decision-aiding, and instruction that is shared by the ITS and the student/user. Natural language has been a frequent choice for this capability, but the language of mathematics, mathematical logic, and electronics have also been used (e.g., Suppes, 1981;Sleeman and Brown, 1982;Psotka, Massey, and Mutter, 1988;and Farr and Psotka, 1992). Whatever form mixed-initiative dialogue takes, a key feature of one-on-one tutorial instruction is dialogue in which either the student or the instructor can initiate interactions (e.g., Graesser and Person, 1994).…”

Section: Intelligent Tutoring Systems (Itss)mentioning

confidence: 99%

Computer-Based Aids for Learning, Job Performance, and Decision-Making in Military Applications: Emergent Technology and Challenges

Foster¹,

Fletcher²

2002

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Public reporting burder for this collection of information is estibated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing this collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burder to Department of Defense, Washington Headquarters Services, Directorate for Information Operations and Reports (0704-0188), 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS. REPORT DATE (DD-MM SPONSOR/MONITOR'S ACRONYM(S) 11. SPONSOR/MONITOR'S REPORT NUMBER(S)12. DISTRIBUTION/AVAILABILITY STATEMENT APUBLIC RELEASE , 13. SUPPLEMENTARY NOTES 14. ABSTRACT Technology-based systems for education, training, and performance-aiding (including decision-aiding) may pose the ultimate test for validating approaches to integrate humans with automated systems. These systems need to model students and users. The models they generate, as well as the interactions based on them, must adapt to the evolving knowledge and skills of individual students and users. Evaluation findings suggest that such adaptations are feasible, worthwhile, and cost effective. Data drawn from many evaluations of technology-based education and training indicate overall that these systems can reduce costs by one-third and that they can also either reduce the time to achieve instructional objectives by one-third or increase achievement (holding time constant) by one-third. The likely impact on military readiness and effectiveness suggested by these findings is significant. Evaluations of technology-based performanceaiding systems have suggested similar results of increased personnel effectiveness and cost-savings. They suggest a need to determine and readjust the balance between resources allocated to training and resources allocated to performance-aiding systems. Development of sharable, reusable objects and capabilities for assembling these objects on demand and in real time will substantially increase accessibility and will reduce costs of education, training, and performance-aiding while making them asynchronously and continuously available? regardless of distance and time. Specifications and capabilities for such objects are the goals of much current research and development (R&D) Automated instructional systems must address several variables, including the method of instructional delivery, desired learning objectives, and learning environment (see Figure 1). Figure 1 illustrates these elements in three dimensions: I N S T I T U T E F O R D E F E N S E A N A L Y S E S• The "Complexity of Technology & Technique" axis provi...

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“…Natural language has been a frequent choice for this capability (e.g., Brown, Burton, and DeKleer, 1982;Graesser, Person, and Magliano, 1995), but the language of mathematics, mathematical logic, electronics, and other well-structured communication systems have also been used (Barr, Beard, and Atkinson, 1975;Suppes, 1981;Sleeman and Brown, 1982;Psotka, Massey, and Mutter, 1988;Woolf and Regian, 2000).…”

Section: Itssmentioning

confidence: 99%

“…This capability has been realized in systems that could converse in a formal language, such as computer programming [e.g., Binary Integer Programming (BIP) (Barr, Beard, and Atkinson (1975)] or propositional calculus [e.g., EXCHECK (Suppes, 1981)] or could base the conversation on determinate technical phenomena using clearly defined and well understood terms [e.g., SOPHIE, (Brown, Burton, and DeKleer, 1982)]. More recent research, such as that presented by Graesser, Gernsbacher, and Goldman (2003), suggests that significant natural language dialogue capabilities are achievable.…”

Section: Itssmentioning

confidence: 99%

The Advanced Distributed Learning (ADL) Vision and Getting From Here To There

Fletcher¹

2005

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University-level computer-assisted instruction at Stanford: 1975

Abstract: This article provides an overview of current work on university-level computerassisted instruction at Stanford University. Brief descriptions are given of the main areas of current interest. The main emphasis is on the courses now being

Cited by 28 publications

References 15 publications

The Four Generations of Computerized Educational Measurement

The Four Generations of Computerized Educational Measurement

Computer-Based Aids for Learning, Job Performance, and Decision-Making in Military Applications: Emergent Technology and Challenges

The Advanced Distributed Learning (ADL) Vision and Getting From Here To There

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