Computer assisted learning. 3rd international conference, ICCAL'90, Hagen, FRG, June 11-13, 1990. Proceedings (Q1188697)

The topics of ICCAL-'90 were (1) AI-applications in computer assisted learning (CAL), (2) simulation tools, (3) Models of Reasoning and Learning, (4) Student Modelling, (5) CAL-Tools, (6) Hypermedia Environments and Instruction, (7) Evaluation of Learning Environments, (8) General CAL, (9) Intelligent Educational Systems. (10) Media Based CAL. The invited papers dealt with computer science educaton (BROWN, NIEVERGELT), educational software development (THOMSON), database access to learning material (TOMPA, YAZDANI). Technical papers for topic (1) included the hypothesis-testing approach, of the ABSYNT-problem-solving-monitor for functional programming, the graphical dialogue interface of the CIRCUIT System, ICAI in first order logic. Under topic (2) there were microworlds to simulate the motion of physical objects, three dimensional reticular structures and abstract machines. (3) This topic was covered by three papers (two of the ABSYNT-project): a knowledge-acquisition model of a human learner which is driven by visual helps, a comparison of the ABSYNT-diagnostics with the surmise-relation- approach of DOIGNON \& FALMAGNE, and the acquisition of concepts through mixed-initiative dialogues (the SAVANT 3 CAI system). (4) Three papers are concerned about user models (UM). The first demonstrates the current state of the UM in the EUROHELP-project, the second in a geometry tutor based on the concept of genetic graphs, the third is a review of existing approaches for student modelling. In that review a taxonomy of UMs according to the two dimensions ``Content of Representation'' and ``Mode of Updating the UM'' is proposed. (5) The tools presented stemmed from diverse fields: interactive text analysis and critic (MacCRITIC), collection and analysis of real-time analogue data (SOFTOSCILLOSCROPE) and matrix inversion (COSTOC). (6) The first paper in this set presents recommendations for the adoption and extension of hypermedia systems in the context of instructional tool environments (NESTOR). The second discusses educational uses of hypermedia under the perspective of BLOOM's taxonomy of behavioral objectives. The third paper demonstrates the transformation of already existing electronic documentation to hypermedia. (7) The next papers deal with evaluation aspects. In the MEDA project a structured catalogue of questions was developed to aid the evaluation of courseware. Then an informal evaluation of CAL software in the domain of structural engineering is presented followed by a thorough discussion of constraints for an evaluation methodology in an industrial setting: computer-based flight training. (8) In this section three papers addressed general issues of CAL. The first was a status report of the COLOS project, the second discussed planning and rating dimensions for building ``intelligent'' or ``nonintelligent'' systems. The third gave information about the infrastructure of the distance education in South Africa. (9) The next three papers discuss intelligent tutor/educational systems. In contrast to tutor systems educational systems do support the guided discovery learning style. An example for an educational system in the domain of decision-making is WOMBAT, whereas an example for a tutor system for simple word processing is the WORD TUTOR. This paper also includes a preliminary formalization of some relevant concepts: curriculum, tutoring system and teaching function. A sketch for designing an intelligent PROLOG tutor follows in the last paper. (10) Media based CAL environments are presented in the last three papers. The domains include physiology, economics (MILES), chinese languge teaching and music learning with a computer-based sound analysis system.