Literaturnachweis - Detailanzeige
| Autor/in | Ruyle, Kim E. |
|---|---|
| Titel | Artificial Intelligence in Education. |
| Quelle | (1988), (5 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Artificial Intelligence; Authoring Aids (Programing); Expert Systems; Individualized Instruction; Microcomputers; Problem Solving; Tutoring |
| Abstract | Expert systems have made remarkable progress in areas where the knowledge of an expert can be codified and represented, and these systems have many potentially useful applications in education. Expert systems seem "intelligent" because they do not simply repeat a set of predetermined questions during a consultation session, but will have a reason for each question asked based on answers given to previous questions. Simple expert systems can now be created by individuals with little programming experience using authoring tools. Microcomputer-based expert systems provide an affordable way to solve meaningful problems and enhance the problem solving abilities of individuals and organizations. Expert systems can be used in the classroom or laboratory by providing individual consultation sessions with students. Great flexibility is possible with expert systems because a knowledge base embedded in a system is easily modified and expandable. These "intelligent" tutors will develop an internal model of a student and then adapt the instructional technique to fit that individual. In addition, older workers seeking retraining might respond especially well to interacting with an expert system in an on-the-job training program. In the future expert systems will assist administrators with scheduling, budgeting, and program evaluation. The next few years will be interesting and full of opportunities for educators applying artificial intelligence tools in their field. (8 references) (EW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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