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| Autor/inn/en | Spensley, Fiona; Elsom-Cook, Mark |
|---|---|
| Institution | Open Univ., Walton, Bletchley, Bucks (England). Inst. of Educational Technology. |
| Titel | Dominie: Teaching and Assessment Strategies. CAL Research Group Technical Report No. 74. |
| Quelle | (1989), (38 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Leitfaden; Artificial Intelligence; Computer Assisted Instruction; Computer System Design; Educational Strategies; Evaluation Methods; Expert Systems; Higher Education; Programed Tutoring |
| Abstract | This document outlines the strategies that are used for teaching and assessment in Dominie, an intelligent tutoring system designed to enable the user to operate a computer interface independently. Eight interaction modes are described in detail: four teaching strategies (cognitive apprenticeship, successive refinement, discovery learning, and abstraction) and four evaluation or assessment strategies (practice, direct assessment, discovery assessment, and Socratic diagnosis). Each strategy contains three decisions: (1) the selection of a general area, or, "Select-t-task"; (2) the selection of a teaching strategy for that area, "Select-t-method"; and (3) the selection of a teaching goal, "Select-t-goal." The document follows the format of the control structure, describing each decision step in order of access and then outlining the tutorial and assessment strategies individually. The appendix contains a glossary of terminology used in the document, and a list of additional related technical reports. (7 references) (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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