Toward a computational model of tutoring |
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| Authors: | Beverly Park Woolf |
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| Institution: | (1) the Department of Computer Science at the University of Massachusetts in Amherst, USA |
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| Abstract: | This article addresses several issues around successful integration of instructional science and computer science. It addresses
issues of building computational models of tutoring and incorporating instructional principles into them. The first barrier
to overcome in working toward this integration is development of principled programs in which cognitive principles about learning
and teaching are realized at a level of granularity consistent with building computational models. Such cognitive studies
would facilitate fine-grained modeling of learning and teaching. The second barrier to overcome is the gap between the two
disciplines in terms of goals, motivations, literature, and even definitions of concepts. This situation suggests that effort
should be concentrated on two areas: research on understanding basic principles behind learning and teaching, and the establishment
of clearer lines of communication between instructional and computer scientists. This article addresses both these issues.
An earlier version of this article will appear as a chapter in the NATO Workshop volumeFoundations and Frontiers in Instructional Computing Systems, P. Winne and M. Jones, Eds., Springer-Verlag, NY. |
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