Seitz, A., A Case-Based Methodology for Planning Individualized Case Oriented Tutoring. In: Proc. Int. Conf. on Case-Based Reasoning, ICCBR '99, Munich, 1999, Springer.  Home/Search   Document Details and Download   Summary   Related Articles   Check

....to the time needed for answering. Thus, the intelligent feedback functions takes into consideration the actual response time and the general behavior of the student. The agent can use this information to steer the tutoring process and even to alter the structure of the entire tutoring process [6]. The control switches between user and system (figure 2) With each switch, changes of the system s state are associated which refer to the involved task model and to the agent as the system s interface to the user. The temporal delays are caused by the time the user needs for reaction and the ....

A. Seitz. A Case-Based Methodology for Planning Individualized Case Oriented Tutoring. In K. Branting and K.-D. Althoff, editors, International Conference on Case-Based Reasoning - CCBR '99, Munich, 1999. Springer.

....to the time needed for answering. Thus, the intelligent feedback functions takes into consideration the actual response time and the general behavior of the student. The agent can use this information to steer the tutoring process and even to alter the structure of the entire tutoring process [6]. The control switches between user and system (figure 2) With each switch, changes of the system s state are associated which refer to the involved task model and to the agent as the system s interface to the user. The temporal delays are caused by the time the user needs for reaction and the ....

A. Seitz. A Case-Based Methodology for Planning Individualized Case Oriented Tutoring. In K. Branting and K.-D. Althoff, editors, International Conference on Case-Based Reasoning - ICCBR '99, Munich, 1999. Springer.

....other step (Fig. 3) Thus, tasks constitute black boxes for the agent. It is the responsibility of the agent to construct and adapt during run time the structure of the tutoring model by determining, according to the experience level of the student, situations, tasks, and their interrelation [11]. If the agent decides that additional steps are required, either the decision task has somehow to foresee this possibility or the agent has to replace the entire decision task by another one. Encoding information in transition functions deprives the agent of the possibility to reason about single ....

....the tutoring process model with the case based knowledge model, and to support several students doing collaborative work on one medical case. The agent will be equipped successively with a variety of deliberative skills, e.g. reasoning, collaboration, and producing student sensitive explanations [11]. As does DEVS, JAMES supports situation based and time based events equally. However, the tutoring process has been driven mainly by situation based rather than time based events so far. Only a few times, a delayed display of information and decisions is triggered by time based events. Nor have ....

A. Seitz. A Case-Based Methodology for Planning Individualized Case Oriented Tutoring. In K. Branting and K.-D. Althoff, editors, International Conference on Case-Based Reasoning - ICCBR '99, Munich, (to appear). Springer.

....The process itself, as well as the contents of a single page, are constructed to be adaptable to the learner s behaviour. If the learner selects a training case for execution, the Intelligent Tutoring Service checks the learner s profile and starts the case with the detected knowledge level [14]. For example, if the learner is a beginner, the case can be started in a guided manner. According to the learner s actions (e.g. if he answers all questions correctly) the level of guidance can be eased. If the learner starts at an expert knowledge level and makes a lot of mistakes (e.g. in the ....

Seitz, A., A Case-Based Methodology for Planning Individualized Case Oriented Tutoring. In: Proc. Int. Conf. on Case-Based Reasoning, ICCBR '99, Munich, 1999, Springer.

....much information in the initial anamnesis, if the learner is at the beginner level. On the other hand, the network of possible paths through the training case can be adapted to a user model, e.g. the learner s progress, via restricting or broadening the navigation possibilities in each step [11]. Generally, we distinguish three levels of guiding a learner in a training scenario: guided, half guided, and unguided tutoring [7] Those levels are reflected in the set of navigation options on each page. In guided tutoring, the learner is completely guided through the training case. In ....

Seitz, A: A Case-Based Methodology for Planning Individualized Case Oriented Tutoring. In: Althoff, K.-D., Bergmann, R., Branting, L.K. (Eds.): Case-Based Reasoning Research and Development: Proceedings of the ICCBR '99, Seeon Monastery, Germany, 1999.

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