Adaptive Technologies for Training and Education

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Autor/in	Durlach, Paula J., Ed
Sonst. Personen	Lesgold, Alan M. (Hrsg.)
Titel	Adaptive Technologies for Training and Education
Quelle	(2012), (384 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-5217-6903-7
Schlagwörter	Expertise; Educational Strategies; Semantics; Intelligent Tutoring Systems; Professional Training; Military Training; Lifelong Learning; Language Processing; Natural Language Processing; Educational Technology; Computer Simulation; Simulated Environment; Educational Games; Computer Games; Vignettes; Artificial Intelligence; Instructional Design; Training Methods; Case Studies; Hypermedia; Educational Assessment; Help Seeking; Affective Behavior; Problem Solving; Decision Making; Interpersonal Competence; Socialization; Benchmarking; Experiential Learning; Cross Cultural Training; Educational Research + Suchen Sie Ihr Suchwort? Expert appraisal; Lehrstrategie; Semantik; Intelligentes Tutorsystem; Berufliche Fachbildung; Berufliche Fortbildung; Militärausbildung; Life-long learning; Lebenslanges Lernen; Sprachverarbeitung; Natürliche Sprache; Unterrichtsmedien; Computergrafik; Computersimulation; Künstliche Umwelt; Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Künstliche Intelligenz; Lesson concept; Lessonplan; Unterrichtsentwurf; Didaktik; Trainingsmaßnahme; Case study; Fallstudie; Case Study; Education; assessment; Bewertungssystem; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Affective disturbance; Active behaviour; Affektive Störung; Problemlösen; Decision-making; Entscheidungsfindung; Interpersonale Kompetenz; Socialisation; Sozialisation; Experiental learning; Erfahrungsorientiertes Lernen; Interkulturelle Orientierung; Bildungsforschung; Pädagogische Forschung
Abstract	This edited volume provides an overview of the latest advancements in adaptive training technology. Intelligent tutoring has been deployed for well-defined and relatively static educational domains such as algebra and geometry. However, this adaptive approach to computer-based training has yet to come into wider usage for domains that are less well defined or where student-system interactions are less structured, such as during scenario-based simulation and immersive serious games. In order to address how to expand the reach of adaptive training technology to these domains, leading experts in the field present their work in areas such as student modeling, pedagogical strategy, knowledge assessment, natural language processing, and virtual human agents. Several approaches to designing adaptive technology are discussed for both traditional educational settings and professional training domains. This book will appeal to anyone concerned with educational and training technology at a professional level, including researchers, training systems developers, and designers. The table of contents presents the following chapters: (1) Adaptive educational systems (Valerie Shute and Diego Zapata-Rivera); (2) Adaptive expertise as acceleration of future learning: a case study (Kurt VanLehn and Min Chi); (3) Adaptive hypermedia for education and training (Peter Brusilovsky); (4) Progress in assessment and tutoring of lifelong learning skills: an intelligent tutor agent that helps students become better help seekers (Vincent Aleven, Ido Roll and Kenneth R. Koedinger); (5) Student modeling and intelligent tutoring beyond coached problem solving (Cristina Conati); (6) Emotions during learning with autotutor (Sidney D'Mello and Art Graesser); (7) Lifelong learner modelling (Judy Kay and Bob Kummerfeld); (8) Training decisions from experience with decision making games (Cleotilde Gonzalez); (9) Ill-defined domains and adaptive tutoring technologies (Collin Lynch, Kevin D. Ashley, Niels Pinkwart and Vincent Aleven.); (10) Individualized cultural and social skills learning with virtual humans (Chad Lane and Bob Wray); (11) Emergent assessment opportunities: a foundation for configuring adaptive training environment (Phillip M. Mangos, Gwendolyn Campbell, Matthew Lineberry and Ami E.Bolton); (12) Semantic adaptive training (John Flynn); (13) Speech and language processing for adaptive training (Diane J. Litman); (14) The art and science of developing intercultural competence (W. Lewis Johnson, LeeEllen Friedland, Aaron Watson and Eric Surface); (15) Practical issues in the deployment of new training technology (Alan Lesgold); (16) A model-driven instructional strategy: the benchmarked experiential system for training (BEST) (Georgiy Levchuk, Wayne Shebilske and Jared Freeman); (17) Exploring design-based research for military training environments (Marie Bienkowski); and (18) Conclusion (Paula Durlach and Alan Lesgold). (Contains 6 tables.) (As Provided).
Anmerkungen	Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: customer_service@cambridge.org; Web site: http://www.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10