: Recent developments in cognitive psychology and artificial intelligence have resulted in a new ... more : Recent developments in cognitive psychology and artificial intelligence have resulted in a new kind of model for conceptual processing, called procedural semantics. In this report, a framework is laid for the application of the procedural semantics formalism to the analysis of conceptually-driven processing reading. According to this theory, two different types of conceptual processing units (called schemata) are responsible for conceptually-driven processing in reading. One type is the form-schema. The other type is the content-schema. Models for a small number of specific form- and content-schemata are proposed, and certain experimental and observational evidence is explained in terms of these models. Implications for effective strategies for adult reading are derived from the premises of the model.
: Intelligent computer Aided Instruction (ICAI) requires machine understanding of student knowled... more : Intelligent computer Aided Instruction (ICAI) requires machine understanding of student knowledge and skills. Methods for representing knowledge about a coherent set of tasks, dynamic skill tasks, are presented. A formal system appropriate to the representation of temporality, events, and actions is adopted. A semantic composition method naturally promotes a 'degrees of specificity' approach to the representation of knowledge. Some, presumably widely held, elements of dynamic skill knowledge are domain-independent. Others are specific to particular task domains. Many task-specific representations can be seen as instantiations of more generic representations. Student explanations of a variety of dynamic skill tasks are analyzed in this framework. An experimental computer-based dynamic skill task is used to permit detailed observation of student performances that are analyzed in terms of the proposed representation format. Keywords include: Knowledge representation, dynamic ...
The views and conclusions contained in this documerit are those of the authors and should not be ... more The views and conclusions contained in this documerit are those of the authors and should not be interpreted as necessarily representing the official policies, either expressed or implied, of the Office of Naval Research, Advanced Research Projects Agency, or the U.S. Government. Reproduction in whole or in part is permitted for any purpose of the United States Government.
Authoring Tools for Advanced Technology Learning Environments, 2003
RIDES is an application for authoring and delivering interactive graphical simulations and tutori... more RIDES is an application for authoring and delivering interactive graphical simulations and tutorials in the context of those simulations. Some types of instruction can be generated automatically by exploiting structured simulation data. RIDES technology plays an important part in a number of related research and development projects. RIDES introduces innovations in the human-computer interface (HCI) of simulation-centered tutorial authoring systems, including support for constraint and event authoring, enforcing the primacy of reference, and permitting the authoring of procedure tutorials by interactive demonstration. RIDES simulations provide low level automatic support for detecting student operations and observations and are well-suited for teaching procedures. Authoring use has revealed a number of additional design considerations that should be taken into account in the development of future tutor authoring systems. Foremost among these is the need for an open architecture that supports collaboration among tutor components, including collaboration with types of tutor components that have not yet been developed.
Cognitive readiness to perform complex decision-making or problem-solving tasks can be, and often... more Cognitive readiness to perform complex decision-making or problem-solving tasks can be, and often is, taught and measured in the context of interactive practice environments, including computer games and simulations. Traditionally, human experts have observed learners in such practice environments and have made assessments of cognitive readiness for the task by evaluating the performance. Such experts sometimes also instructed the learners, either in real time or in after-action reviews that sometimes included playback of a recorded practice session. Progress has been made toward supporting automated assessment in simulations and games and in providing automated instruction. The TAO Sandbox, a practice environment for planning surface warfare naval tactics, has such features that support automated assessment. Elements of that system suggest universal services that games and simulations could offer to support automated instruction and assessment of cognitive readiness.
This workshop will address theoretical and applied issues in the efficient development of intelli... more This workshop will address theoretical and applied issues in the efficient development of intelligent tutoring systems. Approaches to efficient ITS development that will be covered include:–Specialized ITS authoring systems–ITS development with reusable components–Domain content analysis or encoding systems–… and others
The development of more effective medical simulators requires a collaborative team effort where t... more The development of more effective medical simulators requires a collaborative team effort where three kinds of expertise are carefully coordinated: (1) exceptional medical expertise focused on providing complete and accurate information about the medical challenges (i.e., critical skills and knowledge) to be simulated; (2) instructional expertise focused on the design of simulation-based training and assessment methods that produce maximum learning and transfer to patient care; and (3) software development expertise that permits the efficient design and development of the software required to capture expertise, present it in an engaging way, and assess student interactions with the simulator. In this discussion, we describe a method of capturing more complete and accurate medical information for simulators and combine it with new instructional design strategies that emphasize the learning of complex knowledge. Finally, we describe three different types of software support (Development/Authoring, Run Time, and Post Run Time) required at different stages in the development of medical simulations and the instructional design elements of the software required at each stage. We describe the contributions expected of each kind of software and the different instructional control authoring support required.
Abstract: A theoretical orientation for studying different types of texts is presented. Schema th... more Abstract: A theoretical orientation for studying different types of texts is presented. Schema theory is proposed as a useful metatheory within which to develop specific theories about reading. Both theories about the processes of reading and theories about the structure of ...
As we have developed a number of authoring systems for simulation-centered tutorial development, ... more As we have developed a number of authoring systems for simulation-centered tutorial development, each successive authoring system has achieved its original goals, and yet has been quickly shown to have limitations that motivated the next authoring system. The history of these systems reveals two emerging requirement themes. The first theme is that there is a need for more than one level of tutor development. For example, a two-level authoring system might provide an easy-to-use system tbr novice tutor developers and a deeper level of authoring for expert tutor developers. A second theme is that the tutor delivery system should be componential and open so that it can work with collaborating applications, some of which may not have even existed when the authoring system was originally designed. The second part of this paper describes one essential element of a componential approach to simulationcentered tutor development, the specification of simulation services that may be required by tutors.
Although many intelligent tutoring systems have made use of interactive graphical models of topic... more Although many intelligent tutoring systems have made use of interactive graphical models of topic matter, most have been developed using conventional programming tools, sometimes augmented by special interface editors. This approach permits a high degree of flexibility and control, but its successful application requires a great deal of technical skill and development time. It is therefore feasible for only a small subset of the training and instruction contexts in which an interactive simulation would be of benefit. Recently, several authoring environments have been developed that support the creation of interactive graphical models by direct manipulation. IMTS, RAPIDS n, and RIDES are three authoring tools for the production of intelligent tutoring systems centered around interactive graphical models. The experience of developing these three authoring environments and applying them to produce a number of tutors has helped to clarify the desirable features for authoring systems for interactive graphical models.
Abstract: At the request of the Office of Naval Research (ONR), we provided the US Navy two tools... more Abstract: At the request of the Office of Naval Research (ONR), we provided the US Navy two tools to help evaluate the process that novice acquisition officers use to integrate risk-management strategies with the federal military acquisition process. The Human ...
Over a two-year period, research was conducted primarily in two areas of cognitive strategies for... more Over a two-year period, research was conducted primarily in two areas of cognitive strategies for on-the-job training (OJT) . The first area was the development and testing or i computer-based training system to improve selectivity in text processing in order to improve performance during OJT. The second area was the exploration of text-type effects on learning from t#xt. Preliminary results from this research suggest that learning trim' text may be measurably improved through the application of text processing techniques appropriate to the type of text being read. In addition to producing computer programs for training in selective text processing, the research staff also produced four technical reports, two chapters in books, and three papers for professional meetings.
Recent'deve Iopments in cognitive.psycholOgy and' artifiCial intelligence have shown that various... more Recent'deve Iopments in cognitive.psycholOgy and' artifiCial intelligence have shown that various types of prior knowledge-play important roles\in understanding ,during text processing and have,retulted'in a new kindof-MOdel for cdnceptual proCeSsing, "procedural semantict."..LThi:S papei discusses-two typet of units, or schemata, which, according to this theory, are responsible for Conceptually driven processing-in reading: the form-schema .aceountg for readers' syntactic or formal r-xpectatiohs; the , Content-schema accCun.ts for readers' semantic'expectations. Models for specific:forM-and content-schemata are proposei; implications for effectiVe ttraagies fot adult realing aresderived from the ptemises of the model; and'four.kinds of reading strategies (single-piss, exhaUst-ive muleti-pass, extractive multi-pass, and sel.eciive multi-pass) -are charactetized in terms of.themodel. In addition, potential appliCations, suggested by the consequences of the theory, ate deAcribed.. These include uses for headings in texts, meant for constructing advance .organizets'..for textt, and.training of. readers to make more effective uSe of texts by being sensitive tb their motivating tasks and by exploitiag their capacities,foc generating expectatioa-s-about the meaning ofthe texts, through GonceNtually driven-process5ng.
: Recent developments in cognitive psychology and artificial intelligence have resulted in a new ... more : Recent developments in cognitive psychology and artificial intelligence have resulted in a new kind of model for conceptual processing, called procedural semantics. In this report, a framework is laid for the application of the procedural semantics formalism to the analysis of conceptually-driven processing reading. According to this theory, two different types of conceptual processing units (called schemata) are responsible for conceptually-driven processing in reading. One type is the form-schema. The other type is the content-schema. Models for a small number of specific form- and content-schemata are proposed, and certain experimental and observational evidence is explained in terms of these models. Implications for effective strategies for adult reading are derived from the premises of the model.
: Intelligent computer Aided Instruction (ICAI) requires machine understanding of student knowled... more : Intelligent computer Aided Instruction (ICAI) requires machine understanding of student knowledge and skills. Methods for representing knowledge about a coherent set of tasks, dynamic skill tasks, are presented. A formal system appropriate to the representation of temporality, events, and actions is adopted. A semantic composition method naturally promotes a 'degrees of specificity' approach to the representation of knowledge. Some, presumably widely held, elements of dynamic skill knowledge are domain-independent. Others are specific to particular task domains. Many task-specific representations can be seen as instantiations of more generic representations. Student explanations of a variety of dynamic skill tasks are analyzed in this framework. An experimental computer-based dynamic skill task is used to permit detailed observation of student performances that are analyzed in terms of the proposed representation format. Keywords include: Knowledge representation, dynamic ...
The views and conclusions contained in this documerit are those of the authors and should not be ... more The views and conclusions contained in this documerit are those of the authors and should not be interpreted as necessarily representing the official policies, either expressed or implied, of the Office of Naval Research, Advanced Research Projects Agency, or the U.S. Government. Reproduction in whole or in part is permitted for any purpose of the United States Government.
Authoring Tools for Advanced Technology Learning Environments, 2003
RIDES is an application for authoring and delivering interactive graphical simulations and tutori... more RIDES is an application for authoring and delivering interactive graphical simulations and tutorials in the context of those simulations. Some types of instruction can be generated automatically by exploiting structured simulation data. RIDES technology plays an important part in a number of related research and development projects. RIDES introduces innovations in the human-computer interface (HCI) of simulation-centered tutorial authoring systems, including support for constraint and event authoring, enforcing the primacy of reference, and permitting the authoring of procedure tutorials by interactive demonstration. RIDES simulations provide low level automatic support for detecting student operations and observations and are well-suited for teaching procedures. Authoring use has revealed a number of additional design considerations that should be taken into account in the development of future tutor authoring systems. Foremost among these is the need for an open architecture that supports collaboration among tutor components, including collaboration with types of tutor components that have not yet been developed.
Cognitive readiness to perform complex decision-making or problem-solving tasks can be, and often... more Cognitive readiness to perform complex decision-making or problem-solving tasks can be, and often is, taught and measured in the context of interactive practice environments, including computer games and simulations. Traditionally, human experts have observed learners in such practice environments and have made assessments of cognitive readiness for the task by evaluating the performance. Such experts sometimes also instructed the learners, either in real time or in after-action reviews that sometimes included playback of a recorded practice session. Progress has been made toward supporting automated assessment in simulations and games and in providing automated instruction. The TAO Sandbox, a practice environment for planning surface warfare naval tactics, has such features that support automated assessment. Elements of that system suggest universal services that games and simulations could offer to support automated instruction and assessment of cognitive readiness.
This workshop will address theoretical and applied issues in the efficient development of intelli... more This workshop will address theoretical and applied issues in the efficient development of intelligent tutoring systems. Approaches to efficient ITS development that will be covered include:–Specialized ITS authoring systems–ITS development with reusable components–Domain content analysis or encoding systems–… and others
The development of more effective medical simulators requires a collaborative team effort where t... more The development of more effective medical simulators requires a collaborative team effort where three kinds of expertise are carefully coordinated: (1) exceptional medical expertise focused on providing complete and accurate information about the medical challenges (i.e., critical skills and knowledge) to be simulated; (2) instructional expertise focused on the design of simulation-based training and assessment methods that produce maximum learning and transfer to patient care; and (3) software development expertise that permits the efficient design and development of the software required to capture expertise, present it in an engaging way, and assess student interactions with the simulator. In this discussion, we describe a method of capturing more complete and accurate medical information for simulators and combine it with new instructional design strategies that emphasize the learning of complex knowledge. Finally, we describe three different types of software support (Development/Authoring, Run Time, and Post Run Time) required at different stages in the development of medical simulations and the instructional design elements of the software required at each stage. We describe the contributions expected of each kind of software and the different instructional control authoring support required.
Abstract: A theoretical orientation for studying different types of texts is presented. Schema th... more Abstract: A theoretical orientation for studying different types of texts is presented. Schema theory is proposed as a useful metatheory within which to develop specific theories about reading. Both theories about the processes of reading and theories about the structure of ...
As we have developed a number of authoring systems for simulation-centered tutorial development, ... more As we have developed a number of authoring systems for simulation-centered tutorial development, each successive authoring system has achieved its original goals, and yet has been quickly shown to have limitations that motivated the next authoring system. The history of these systems reveals two emerging requirement themes. The first theme is that there is a need for more than one level of tutor development. For example, a two-level authoring system might provide an easy-to-use system tbr novice tutor developers and a deeper level of authoring for expert tutor developers. A second theme is that the tutor delivery system should be componential and open so that it can work with collaborating applications, some of which may not have even existed when the authoring system was originally designed. The second part of this paper describes one essential element of a componential approach to simulationcentered tutor development, the specification of simulation services that may be required by tutors.
Although many intelligent tutoring systems have made use of interactive graphical models of topic... more Although many intelligent tutoring systems have made use of interactive graphical models of topic matter, most have been developed using conventional programming tools, sometimes augmented by special interface editors. This approach permits a high degree of flexibility and control, but its successful application requires a great deal of technical skill and development time. It is therefore feasible for only a small subset of the training and instruction contexts in which an interactive simulation would be of benefit. Recently, several authoring environments have been developed that support the creation of interactive graphical models by direct manipulation. IMTS, RAPIDS n, and RIDES are three authoring tools for the production of intelligent tutoring systems centered around interactive graphical models. The experience of developing these three authoring environments and applying them to produce a number of tutors has helped to clarify the desirable features for authoring systems for interactive graphical models.
Abstract: At the request of the Office of Naval Research (ONR), we provided the US Navy two tools... more Abstract: At the request of the Office of Naval Research (ONR), we provided the US Navy two tools to help evaluate the process that novice acquisition officers use to integrate risk-management strategies with the federal military acquisition process. The Human ...
Over a two-year period, research was conducted primarily in two areas of cognitive strategies for... more Over a two-year period, research was conducted primarily in two areas of cognitive strategies for on-the-job training (OJT) . The first area was the development and testing or i computer-based training system to improve selectivity in text processing in order to improve performance during OJT. The second area was the exploration of text-type effects on learning from t#xt. Preliminary results from this research suggest that learning trim' text may be measurably improved through the application of text processing techniques appropriate to the type of text being read. In addition to producing computer programs for training in selective text processing, the research staff also produced four technical reports, two chapters in books, and three papers for professional meetings.
Recent'deve Iopments in cognitive.psycholOgy and' artifiCial intelligence have shown that various... more Recent'deve Iopments in cognitive.psycholOgy and' artifiCial intelligence have shown that various types of prior knowledge-play important roles\in understanding ,during text processing and have,retulted'in a new kindof-MOdel for cdnceptual proCeSsing, "procedural semantict."..LThi:S papei discusses-two typet of units, or schemata, which, according to this theory, are responsible for Conceptually driven processing-in reading: the form-schema .aceountg for readers' syntactic or formal r-xpectatiohs; the , Content-schema accCun.ts for readers' semantic'expectations. Models for specific:forM-and content-schemata are proposei; implications for effectiVe ttraagies fot adult realing aresderived from the ptemises of the model; and'four.kinds of reading strategies (single-piss, exhaUst-ive muleti-pass, extractive multi-pass, and sel.eciive multi-pass) -are charactetized in terms of.themodel. In addition, potential appliCations, suggested by the consequences of the theory, ate deAcribed.. These include uses for headings in texts, meant for constructing advance .organizets'..for textt, and.training of. readers to make more effective uSe of texts by being sensitive tb their motivating tasks and by exploitiag their capacities,foc generating expectatioa-s-about the meaning ofthe texts, through GonceNtually driven-process5ng.
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Papers by Allen Munro