"To determine what alternatives to the traditional model-tracing paradigm are now emerging, and why, this book examines samples of recent work in the instructional technology field. Topics range from development of new model-tracing diagnostic systems on the one hand, to the deliberate elimination of intelligence from educational computing altogether on the other. Because some authors continue to focus on constructing, perfecting or evaluating systems based on student modelling, diagnosis, and tutorial intervention, the editors see their work as built largely on a so-called ""traditional"" ITS paradigm which contributes substantially to the perpetuation and evolution of the model-builder camp. However, this book also describes instructional systems that clearly are not intelligent tutors, emerging from a somewhat iconoclastic camp of non-modelling system builders, who have rejected many theoretical assumptions underlying the ITS approach and have embraced a constructivist vision of the learner as social ""tool user"". Finally, there are a number of ""middle-road"" projects that exemplify especially intersting and complex marriages of both modelling and non-modelling perspectives and technologies. Such marriages represent important dialectical mergers that help reconcile theoretical differences between camps and that, in fact, define a new mainstream for instructional technology research in the coming decade."
Edited by:
Susanne P. Lajoie,
Sharon J. Derry
Imprint: Routledge
Country of Publication: United States
Dimensions:
Height: 229mm,
Width: 152mm,
Spine: 240mm
Weight: 680g
ISBN: 9780805810813
ISBN 10: 0805810811
Series: Technology and Education Series
Pages: 412
Publication Date: 01 June 1993
Audience:
College/higher education
,
Professional and scholarly
,
Professional & Vocational
,
A / AS level
,
Further / Higher Education
Format: Hardback
Publisher's Status: Active
Contents: S.J. Derry, S.P. Lajoie, A Middle Camp for (Un)Intelligent Instructional Computing: An Introduction. Part I:Model Builders.K.R. Koedinger, J.R. Anderson, Reifying Implicit Planning in Geometry: Guidelines for Model-Based Intelligent Tutoring System Design. V.J. Shute, A Comparison of Learning Environments: All That Glitters... M.R. Lepper, M. Woolverton, D.L. Mumme, J-L. Gurtner, Motivational Techniques of Expert Human Tutors: Lessons for the Design of Computer-Based Tutors. S.J. Derry, L.W. Hawkes, Local Cognitive Modeling of Problem-Solving Behavior: An Application of Fuzzy Theory. Part II:Non-Modelers.K. Reusser, Tutoring Systems and Pedagogical Theory: Representational Tools for Understanding, Planning, and Reflection in Problem Solving. G. Salomon, On the Nature of Pedagogic Computer Tools: The Case of the Writing Partner. R. Lehrer, Authors of Knowledge: Patterns of Hypermedia Design. S.D. Teasley, J. Roschelle, Constructing a Joint Problem Space: The Computer as a Tool for Sharing Knowledge. Part III:Bridging Differences in Opposing Camps.S.P. Lajoie, Computer Environments as Cognitive Tools for Enhancing Learning. S. Katz, A. Lesgold, The Role of the Tutor in Computer-Based Collaborative Learning Situations. L. Schauble, K. Raghavan, R. Glaser, The Discovery and Reflection Notation: A Graphical Trace for Supporting Self-Regulation in Computer-Based Laboratories. Part IV:Discussants.S.F. Chipman, Gazing Once More Into the Silicon Chip: Who's Revolutionary Now? A. Lesgold, Information Technology and the Future of Education.
Susanne P. Lajoie, Sharon J. Derry
Reviews for Computers As Cognitive Tools
"""This book will be a valuable resource to researchers and educators at all levels who are interested in statistical problem solving, how students best learn statistics, and how to assess student progress in statistics. —Teaching Children Mathematics"
