Tutoring systems based on user-interface dialogue specification

This thesis shows how the appropriate specification of a user interface to an application software package can be used as the basis for constructing a tutorial for teaching the use of that interface. An economy can hence be made by sharing the specification between the application development and tutorial development stages. The major part of the user-interface specification which is utilised, the task classification structure, must be transformed from an operational to a pedagogic ordering. Heuristics are proposed to achieve this, although human expertise is required to apply them. The report approach is best suited to domains with hierarchically-ordered command sets. A portable rule-based shell has been developed in Common Lisp which supports the delivery of tutorials for a range of software application package interfaces. The use of both the shell and tutorials for two such interfaces is reported. A computer-based authoring environment provides support for tutorial development. The shell allows the learner of a software interface to interact directly with the application software being learnt while remaining under tutorial control. The learner can always interrupt in order to request a tutorial on any topic, although advice may be offered against this in the light of the tutor's current knowledge of the learner. This advice can always be over-ridden. The key-stroke sequences of the tutorial designer and the learner interacting with the package are parsed against an application model based on the task classification structure. Diagnosis is effected by a differential modelling technique applied to the structures generated by the parsing processes. The approach reported here is suitable for an unsupported software interface learner and is named LIY (`Learn It Yourself'). It provides a promising method for augmenting a software engineering tool-kit with a new technique for producing tutorials for application software

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N

Payload training methodology study

The results of the Payload Training Methodology Study (PTMS) are documented. Methods and procedures are defined for the development of payload training programs to be conducted at the Marshall Space Flight Center Payload Training Complex (PCT) for the Space Station Freedom program. The study outlines the overall training program concept as well as the six methodologies associated with the program implementation. The program concept outlines the entire payload training program from initial identification of training requirements to the development of detailed design specifications for simulators and instructional material. The following six methodologies are defined: (1) The Training and Simulation Needs Assessment Methodology; (2) The Simulation Approach Methodology; (3) The Simulation Definition Analysis Methodology; (4) The Simulator Requirements Standardization Methodology; (5) The Simulator Development Verification Methodology; and (6) The Simulator Validation Methodology

MASTERING ADAPTIVE HYPERMEDIA COURSEWARE

One of the still open gaps in modern e-learning platforms is the lack of adaptation of learning process regarding well-structured learner models. The paper presents an adaptive model of hypermedia learning courseware and the processes of its construction and delivery. Next, it sketches the software architecture of an adaptive hypermedia system (AHS) being under development at Sofia University, Bulgaria. Unlike other AHS, the present one does support of adaptive navigation, presentation and content selection without defining complex rules for controlling narrative storyboards. There are discussed authoring and instructional design of hypermedia courseware for adaptive delivery, and the work process of the adaptive engine for delivering learning objects in a way adapted to a well-structured learner model. In order to illustrate our prototype, we provide UML use case diagrams of the authoring and instructor’s application and, as well, explanation of the workflow of the adaptation engine

Learning through games using multimedia courseware for primary school students

This project presents a preliminary work on examining the importance of incorporating the elements of games, in particular complex games, in the design of an interactive multimedia-learningenvironment to enhance and create an engaging learning experience. A review suggests that computer games have the potential to enhance the learning environment; in part due to its interactive and engagement attributes. The result of an informal survey reveals that "Fraction", one of the mathematic topics taught at schools was identified as one of the most difficult topics to teach. Thus development of the prototype software was based on this topic. An initial examination of two current multimedia courseware CDs used for Mathematic Year 3 under this topic has revealed that most of the contents in the CDs have integrated all the multimedia elements such as text, image, audio and graphics but it lacks interactive games and activities that could stimulate enjoyment and motivation for learning. Activities found consist mainly of simpleor trivial gamesthat do not lend to sustainedengagement. The architecture and the preliminary designof the prototype software that integrate complexgames are described. To form the basis of the courseware development, a pre-survey questionnaire was conducted to find out students interest on computer games. The results of the survey showed that 100% or 60 out of 60 respondent express interest and engage on games. The result of the analysis provides motivations for the development of the learning through games courseware. The development of the courseware is based on the courseware development framework which will analyze the requirement and courseware specification, the initial storyboard, designation of multimedia, the integration of the storyboard and the design itself and also the testing on the courseware. The result of testing on the courseware shows that by integrating complex games elements and multimedia elements on courseware may help students understand and motivate them to learn. In conclusion, a courseware with additional games elements could be an interactive and more interesting usable courseware

Computer Aided Instruction and a Graphical Authoring System

In the early 1960\u27s, the computer was first used as a means of delivering instruction to college students. Today, the computer as an educational tool has been integrated into curricula from preschool to the university. This thesis focuses upon the specification and implementation of a Graphical Authoring System which is used to create, deliver and administrate instruction of a pictorial nature (combining graphics and text). The system explores a question format different from the traditional formats of multiple choice, true-false, and fill-in-the-blank which are available in current authoring systems. The question format to be explored allows the student to identify an answer by choosing a point on the screen with a coordinate selecting device such as a mouse

Computer-Based Instructional Systems Design Tools: Current State And Implications For The Future

This study examines the current state of computer-based instructional systems design (ISD) tools and outlines its implications for the future. The study utilizes the grounded theory methodology to capture and document modern instructional designers\u27 perspectives regarding the current state of ISD tools, the issues associated with them, and their interrelationships. The study also presents a framework for classifying modern ISD tools and a conceptual prototype of a designer-oriented system of computer-based ISD tools