Download Authoring Tools for Advanced Technology Learning by Wouter R. Van Joolingen, Ton De Jong (auth.), Tom Murray, PDF

By Wouter R. Van Joolingen, Ton De Jong (auth.), Tom Murray, Stephen B. Blessing, Shaaron Ainsworth (eds.)

Researchers and academic software program builders have observed development authoring instruments for clever tutoring platforms (ITSs), adaptive and knowled- dependent educational platforms, and other kinds of advanced-technology studying environments (ATLEs) ever due to the fact that those varieties of academic software program have been brought within the Nineteen Seventies. The technical complexity and excessive improvement charges of those platforms contrasts sharply with the typical photo of schooling as a "home grown" task played via person lecturers and running shoes who craft classes adapted for every state of affairs. there were fundamental purposes to create authoring instruments for ATLEs: to minimize improvement fee, and to permit training educators to turn into extra focused on their production. The aim of constructing usable authoring instruments dovetails with the hot pattern towards interoperability and reusability between those platforms. We use the word "advanced-technology studying atmosphere" to consult academic software program at the cutting edge of perform and study. those platforms transcend conventional computer-based guideline or academic simulations via supplying a number of of the next advantages: ß supplying wealthy, or maybe "immersive" interfaces in order that scholars can "learn via doing" in lifelike and significant contexts. ß Dynamically adapting the interface or content material to the student's ambitions, ability point, or studying variety. ß supplying specialist tricks, reasons, or challenge fixing suggestions. ß permitting "mixed-initiative" educational interactions, the place scholars can ask questions and feature extra keep an eye on over their learning.

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Each object, like a rectangle or circle, has properties that can be connected to model variables. For instance, an object’s position can be linked to a variable calculating the position of an object, an object’s color can be linked to a variable representing, for instance, temperature. R. VAN JOOLINGEN & T. DE JONG Figure 6. Editing a simulation interface. The interface is created by dragging components from the library to a “canvas”. ). Figure 7. Two pages of the properties editor. One to define the variable to which the widget is linked, one to define the basic properties.

The Air Force, faced with this fork in the road, took both paths. They initiated a project entitled the Guided Approach to Instructional Design Advising (GAIDA3) (Gettman, McNelly, and Muraida, 1999). GAIDA helps designers apply a framework known as the Nine Events of Instruction (Gagné, 1985) to development of interactive courseware using conventional authoring tools such as Click2Learn’s ToolBook (2001). More important for this account, however, was the Air Force’s investment in XAIDA, an approach that adhered to generative, knowledge-based techniques.

These and other changes were incorporated into a fully functional two-shell development and delivery system known as XAIDA, Version 5. One of these shells, 38 HALFF ET AL. Physical Characteristics, is described below in Section 3. The other shell, Theory of Operations, is described in Hsieh, Halff, and Redfield (1999). The last design products of the Phase IV effort were functional designs and Deliver prototypes for two new shells intended to round out XAIDA’s coverage of maintenance training. One shell, Procedures, provided instruction on the kinds of step-by-step procedures required for operation and maintenance of most equipment.

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