Authoring by Whom Two Perspectives on ITS Authoring
Authoring by Whom? Two Perspectives on ITS Authoring Tools Wayne Zachary, Ph. D. , Thomas Santarelli, Jennifer Engimann, CHI Systems, Inc. Xiangen Hu, Ph. D. , University of Memphis 1
Background and History ITS authoring has long been constrained by technology and content issues Technology Underlying theories/models of learning and tutoring Specific technologies developed to meet theory and opportunistically applied to support theory Content Role/job of the author Nature of content being authored 2 Teacher? Trainer? SME? ITS wonk? Learner? Boundaries of content? Level of learning?
Built Like a Brick (not in a good way) Problem Environment Observes trainee Actions in problem environment Delivers feedback and tutoring Virtual Tutor Monitors and understands the problem (context) Interprets and predicts learner actions Diagnoses and models learner knowledge and skills Identifies and plans out tutoring opportunities Plans future problems Records and Retrieves Performance and Knowledge assessments Individual Training History Database
What Does the ITS Author Need to Know? Tool knowledge Specific interfaces, mechanisms of authoring Theory knowledge Elements of tutoring/learning/diagnosis theory underlying the tools Representation knowledge How content elements are represented in the tools (based on theory) Plus all the job/domain/task/environment knowledge 4 That the learner must gain That is needed to author the virtual environment in which instruction, practice, and tutoring take place
Authoring by Whom? Today, most ITS authors are geeks and wonks Education/training are fields independent of technology Established organizational structures and processes for creating and delivering instruction Millions of practitioners, both professional and paraprofessional Commonly accepted domain-independent theory, methods and techniques to develop and deliver instruction For both general-purpose and specific content needs Often mandated by learning/training organizations THESE should be our targeted authors 5 Instructional-objectives and objective-driven methods are at the heart of what these targeted authors actually know
Create the Curriculum Master Learning Objectives targeted level of expertise. . . Subordinate Objectives (SOs) SO 1 Didactic Instruction SO 2 . . . Instructional Seq Logic Virtual Env’m’t (VE) (among Sub Objs) characteristics, principles, metaphors SOn Enabling Objectives (EOs) SO 1 Measures of Performance (MOPs) EO 1 examples presentation (self)reflection discussion topics etc. Qualitative or quantitative statements of how learner’s behavior will be combined across the EOs to measure performance on this SO MOP in virtuo EO 2 EO 1 Scaffolding how learner’s behavior will be measured in the VE against this EO Scoring coaching feedback . . . EOj EO 1 Instr. EO 1 Ass- Seq Logic essment AAR replays other Rules or other logic spec. for sequencing scenarios vs remed’n w/in EO 1
The Realities of Today Targeted users can not realistically use current ITS authoring tools Just don’t “speak their language” ITSs still too brick-like Integrated architectures good for research but don’t work for the match-the-tool-to-the-instructional-need requirements of the professional trainer/educator One size does not fit all No easy way to author from an objective-based framework, plugging in different tutoring features, games/simulations, assessment methods, as needed for the problem at hand 7
Two Authoring Approaches VECTOR (Virtual Environment Cultural Training for Operational Readiness) ISD-based objective-driven curriculum authoring Virtual environment based on an integrated game engine Limited set of tutoring capabilities, focused on interpersonal behavior learning GAMETE (Game-based Architecture for Mentor-Enhanced 8 Training Environments) Interoperability middleware Built on top of GIFT (Generalized Intelligent Framework for Tutoring) Provide flexible bridge between tutoring engine and game/simulation environment
VECTOR Instructional & Authoring Organization 9
Building an Objective Hierarchy and Related Content (play Video segment 1. ) 10
Objective-based Problem/lesson Authoring Play video segment 2. 11
Assembling a VE for a Problem/Scenario Play video segment 3. 12
Building Problem Dynamics and Linking them to the Objective Hierarchy Play video segment 4 13
GAMETE Concept GIFT Author 14
Threading GIFT, GAMETE, & Auto. Tutor Lite Play video segment 5. 15
Building and Saving Tutoring Interactions as Sharable Knowledge Objects (SKOs) Play video segment 6. 16
Adding Tutoring Functions to an Existing Game Play video segment 7. 17
An Integrated Process Create the Objective Hierarchy Define Scenario(s) Establish Performance & Assessment Measures Specify/ build the Virtual Environment (VE) Define Instructional Content Define tutoring interactions & Instructional presentation Integrate and deliver … that can (should) be de-brick-ified
Authoring is Architectural!! Architectural Vision Authoring tools fully separate from ITS engines and game/sim environment Tools and engines invoked as web services through middleware platforms All able to integrate through/with an objective hierarchy and lesson structure Target professional teacher/trainer as authors Author instruction from objectives hierarchy downward Flow to requirements and specifications for virtual environment Author tutoring interactions using tools linked to objective structure 19 Using the tutor and game/sim engines that are best for the instructional need
Take away points De-brick-ificate! Unify authoring around instructional design/educational concepts and practices! Take it to the cloud! 20
Questions? Discussion? 21
Thank you!!!! 22
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