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• Machine generated contents note: Open Sesame?: Fifteen Variations on the Theme of Openness in Learning Environments / J. Self
• Cognitive Applications of New Computational Technologies in Eye Tracking / S.P. Marshall
• Collaborative Learning in Open Distributed Environments -- Pedagogical Principles and Computational Methods / H.U. Hoppe
• Overview of the State of the Art in ITS Authoring Tools / T. Murray
• Trends and Issues in AI and Education: Towards a Common Research Framework / J. Sandberg
• Agent Systems for Diversity in Human Learning / J. Les / G. Cumming / S. Finch
• Teachable Agents: Combining Insights from Learning Theory and Computer Science / S. Brophy / G. Biswas / T. Katzlberger / [and others]
• Meta-knowledge Representation for Learning Scenarios Engineering / G. Paquette
• Multi-Agent Design of a Peer-Help Environment / J. Vassileva / J. Greer / G. McCalla / [and others]
• Methodology for Building Intelligent Educational Agents / H.N. Keeling
• Systemion: A New Agent Model to Design Intelligent Tutoring Systems / M.F. Canut / G. Gouarderes / E. Sanchis
• Learning Goal Ontology Supported by Learning Theories for Opportunistic Group Formation / T. Supnithi / A. Inaba / M. Ikeda / [and others]
• Toward Intelligent Analysis and Support of Collaborative Learning Interaction / A. Soller / F. Linton / B. Goodman / [and others]
• Ontology-Aware Authoring Tool: Functional Structure and Guidance Generation / L. Jin / W. Chen / Y. Hayashi / [and others]
• Formatively Evaluating REDEEM -- An Authoring Environment for ITSs / S. Ainsworth / J. Underwood / S. Grimshaw
• Intelligent Agent Instructional Design Tool for a Hypermedia Design Course / S. Stoyanov / L. Aroyo / P. Kommers.

Annotation This volume will be the proceedings for the 9th International Conference on Artificial Intelligence in Education (AI-ED 1999). This is one of a series of international conferences in this area and it is designed to report on state of the art research in the field of AI in Education. This field is interdisciplinary and brings together researchers from the domains of computer science, cognitive science, education, psychology, linguistics, and engineering (to name a few). Researchers will contribute manuscripts to this volume, providing opportunities for cross-fertilization of information across disciplines that will lead to advances and new applications in the field. New computational technologies will be described that support learning, exploration, and collaboration. Technologies can support both the individual and small groups of individuals who work collaboratively to solve problems and learn new materials. New methodologies for supporting and documenting the learning process in both these situations are being developed and are described in this volume.

Contributors reflect on statistics and attempt to develop a clearer image of where the field may be heading in terms of teaching. To identify the key areas for consideration for children and adolescents learning statistics, there are four themes: content, teaching, learning, and assessment.
(source: Nielsen Book Data)

• [v. 1]
• [no distinctive title]
• v. 2. No more walls: theory change, paradigm shifts, and their influence on the use of computers for instructional purposes

To determine what alternatives to the traditional model-tracing paradigm are now emerging, and why, this book examines samples of recent work in the instructional technology field. Topics range from development of new model-tracing diagnostic systems on the one hand, to the deliberate elimination of intelligence from educational computing altogether on the other. Because some authors continue to focus on constructing, perfecting or evaluating systems based on student modelling, diagnosis, and tutorial intervention, the editors see their work as built largely on a so-called "traditional" ITS paradigm which contributes substantially to the perpetuation and evolution of the model-builder camp. However, this book also describes instructional systems that clearly are not intelligent tutors, emerging from a somewhat iconoclastic camp of non-modelling system builders, who have rejected many theoretical assumptions underlying the ITS approach and have embraced a constructivist vision of the learner as social "tool user". Finally, there are a number of "middle-road" projects that exemplify especially interesting and complex marriages of both modelling and non-modelling perspectives and technologies. Such marriages represent important dialectical mergers that help reconcile theoretical differences between camps and that, in fact, define a new mainstream for instructional technology research in the coming decade.
(source: Nielsen Book Data)
Since the publication of the first edition of "Computers as Cognitive Tools" in 1993, rapid changes have taken place in the uses of technology for educational purposes and in the theories underlying such uses. Changes in perspectives on thinking and learning are guiding the instructional design of computer-based learning environments. "Computers as Cognitive Tools, Second Edition: No More Walls" provides examples of state-of-the-art technology-based research in the field of education and training. These examples are theory-driven and reflect the learning paradigms that are currently in use in cognitive science. The learning theories, which consider the nature of individual learning as well as how knowledge is constructed in social situations, include information processing, constructivism and situativity. Contributors to this volume demonstrate some variability in their choice of guiding learning paradigms. This allows readers the opportunity to examine how such paradigms are operationalized and validated. An array of instructional and assessment approaches are described, along with new techniques for automating the design and assessment process. New considerations are offered as possibilities for examining learning in distributed situations. A multitude of subject matter areas are covered, including scientific reasoning and inquiry in biology, physics, medicine, electricity, teacher education, programming and hypermedia composition in the social sciences and ecology. This volume considers the initial "camp" analogy posited in the 1993 edition of "Computers as Cognitive Tools" and presents a mechanism for breaking camp to find new summits.
(source: Nielsen Book Data)