Übersicht			Auf mobile öffnen

Lieferstatus:	Auf Bestellung (Lieferzeit unbekannt)
Veröffentlichung:	Dezember 2003
Genre:	Psychologie / Pädagogik
	Application software / Artificial Intelligence / C / Computer and Information Systems Applications / computer science / Computers / Digital Education and Educational Technology / Education / Educational Technology / Graphical & digital media applications / Information Retrieval / Information Systems Applications (incl. Internet) / Internet searching / Mathematical theory of computation / Multimedia Information Systems / Theory of Computation / User interface design & usability / User interfaces (Computer systems) / User Interfaces and Human Computer Interaction
ISBN:	9781402017728
EAN-Code:	9781402017728
Verlag:	Springer
Einband:	Gebunden
Sprache:	English
Dimensionen:	H 240 mm / B 160 mm / D
Gewicht:	1171 gr
Seiten:	557
Bewertung:	Titel bewerten / Meinung schreiben

Inhalt:

Researchers and educational software developers have talked about building authoring tools for intelligent tutoring systems (ITSs), adaptive and knowled- based instructional systems, and other forms of advanced-technology learning environments (ATLEs) ever since these forms of educational software were introduced in the 1970s. The technical complexity and high development costs of these systems contrasts sharply with the common picture of education as a "home grown" activity performed by individual teachers and trainers who craft lessons tailored for each situation. There have been two primary reasons to create authoring tools for ATLEs: to reduce development cost, and to allow practicing educators to become more involved in their creation. The goal of creating usable authoring tools dovetails with the recent trend toward interoperability and reusability among these systems. We use the phrase "advanced-technology learning environment" to refer to educational software on the leading edge of practice and research. These systems go beyond traditional computer-based instruction or educational simulations by providing one or more of the following benefits: ss Providing rich, or even "immersive" interfaces so that students can "learn by doing" in realistic and meaningful contexts. ss Dynamically adapting the interface or content to the student's goals, skill level, or learning style. ss Providing expert hints, explanations, or problem solving guidance. ss Allowing "mixed-initiative" tutorial interactions, where students can ask questions and have more control over their learning.