Authoring by Whom? Two Perspectives on ITS Authoring Tools
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Wayne Zachary, Ph.D. , Thomas Santarelli, Jennifer Engimann,CHI Systems, Inc.
Xiangen Hu, Ph.D., University of Memphis
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 Teacher? Trainer? SME? ITS wonk?
Nature of content being authored Learner? Boundaries of content? Level of learning?
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Built Like a Brick (not in a good way)
Observes traineeActions in problem
environmentVirtualTutor
Individual Training History Database
Records and Retrieves Performance and Knowledge assessments
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
Delivers feedback andtutoring
Problem Environment
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
the theory) Plus all the job/domain/task/environment knowledge
That the learner must gain That is needed to author the virtual environment in which
instruction, practice, and tutoring take place4
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 para-professional 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 Instructional-objectives and objective-driven methods are at the
heart of what these targeted authors actually know
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Create the CurriculumMaster Learning Objectivestargeted level of expertise ...
SO1 Didactic Instruction
SO1 Measures of Performance (MOPs)
Enabling Objectives (EOs)
examplespresentation(self)reflectiondiscussion topicsetc.
Qualitative or quantitative statements of how learner’s behavior will be combined across the EOs to measure performance on this SO
MOP in virtuo
EO1 Scaf-folding
EO1 Ass-essment
EO1 Instr. Seq Logic
Scoringcoachingfeedback
how learner’s behavior will be measured in the VE against this EO
AARreplaysother
Rules or other logic spec. for sequencing scenarios vs remed’n w/in EO1
SO1 SO2 SOn. . .
EO1 EO2 EOj. . .
Subordinate Objectives (SOs) Instructional Seq Logic (among Sub Objs)
Virtual Env’m ’t (VE) characteristics, principles, metaphors
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
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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
Training Environments) Interoperability middleware Built on top of GIFT (Generalized Intelligent Framework for
Tutoring) Provide flexible bridge between tutoring engine and
game/simulation environment8
VECTOR Instructional & Authoring Organization
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Building an Objective Hierarchy and Related Content
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(play Video segment 1. )
Objective-based Problem/lesson Authoring
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Play video segment 2.
Assembling a VE for a Problem/Scenario
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Play video segment 3.
Building Problem Dynamics and Linking them to the Objective Hierarchy
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Play video segment 4
GAMETE Concept
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Author
GIFT
Threading GIFT, GAMETE, & AutoTutor Lite
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Play video segment 5.
Building and Saving Tutoring Interactions as Sharable Knowledge Objects (SKOs)
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Play video segment 6.
Adding Tutoring Functions to an Existing Game
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Play video segment 7.
An Integrated Process
Create the Objective Hierarchy
Define Scenario(s) Define Instructional Content
Specify/ build the Virtual Environment (VE)
Integrate and deliver
Establish Performance &Assessment Measures
Define tutoring interactions & Instructional presentation
… 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
structureUsing the tutor and game/sim engines that are best for the instructional need
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Take away points
De-brick-ificate!
Unify authoring around instructional design/educational concepts and practices!
Take it to the cloud!
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Questions? Discussion?
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Thank you!!!!
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