Computer tutorials Computer assisted instruction

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Computer tutorials Computer assisted
instruction

• Stephen Bostock

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Computer aided instruction

• Contains
• content plus
• embedded instructional goals that may be
  explicit to the learner
• More software control than user control
• 1 to 1 tutoring but how intelligent?

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A range of possibilities

• Programmed learning linear or branching
• Generative CAL generates new questions from a
  template with variable slots
• Adaptive CAL monitors user performance and
  adjusts difficulty of material/questions
• Intelligent tutoring systems are the ideal
• Often include assessment
• Formative Assessment for checking/controlling
  progress
• Drill-and-practice to practice simple skills.
  i.e. on screen worksheets with marking.

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Programmed learning

• Simple Computer Aided Instruction
• Originally based on behaviourist
  stimulus-response theory
• Computer displays a stimulus (content), and user
  responds, to receive reward or punishment
• Relative simplicity/complexity
• Linear programmed instruction allows user to
  progress through a sequence if correct responses
• Branched programmed instruction provides remedial
  instruction to incorrect answers, then user tries
  again.

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Linear and branched
r remediation, correction, advice
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Intelligent tutoring systems what is involved?
i n t e r f a c e
knowledge domain rules about subject
tutoring domain
rules about teaching
rules about student student model
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ITS the knowledge domain

• the knowledge to be learned
• not just a description of the concepts, skills
  but a working model/rule base.
• the source of teaching and the standard of
  expertise for student evaluation
• psychological plausibility must work like a
  human expert, for explanation
• transparency in working

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ITS the student model

• Software diagnosis of student input allows
  inference of the students knowledge, based not
  just on overall performance but an evaluation of
  each knowledge element.
• Student models
• mapping student onto domain (completeness), or
• misconceptions, spotting common errors
• Represented as rules and facts about the student
  to allow prediction of behaviour

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ITS the tutoring domain

• in traditional CAL tutoring, knowledge is buried
  in the content and presentation
• rule-base outcomes determine sequence of
  instruction, when to interrupt with help,
  guidance, explanation, remediation
• who has control?
• software monitoring activity
• mixed initiative dialogues e.g. guided
  discovery/coaching

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Assessment is often integrated with CAI

• Diagnosis at the start what does the user know?
• Quizzes to regulate speed and path of user
  through instructional material (formative)
• Final testing of competence or performance
  (summative) e.g. for legal purposes