Instructional planning in an intelligent tutoring system: combining global lesson plans with local discourse control

Abstract

CONTENTS Page ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . iii LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . vi CHAPTER I. INTRODUCTION . . . . . . . . . . . . . . . . 1 1.1 An Overview . . . . . . . . . . . . . . . 1 1.2 Evolution of Computer-Based Instruction at Rush . . . . . . . . . . . . . . . . . 3 1.3 Goals of the Thesis . . . . . . . . . . . 4 1.4 Organization of the Thesis . . . . . . . . 6 II. THE BACKGROUND . . . . . . . . . . . . . . . 9 2.1 Qualitative Reasoning . . . . . . . . . . 9 2.2 Subject Area . . . . . . . . . . . . . . 10 2.3 Organization . . . . . . . . . . . . . . 12 2.4 System Constraints . . . . . . . . . . . 14 2.5 Multiple Simultaneous Inputs . . . . . . . 15 III. ORGANIZATION OF CIRCSIM-TUTOR . . . . . . . . 18 3.1 Intelligent Tutoring Systems . . . . . . . 18 3.2 Domain Expertise . . . . . . . . . . . . 23 3.3 Input-Understander . . . . . . . . . . . 26 3.4 Student Modeler . . . . . . . . . . . . . 27 3.5 Instructional Planner . . . .