Design Recommendations for Intelligent Tutoring Systems: Volume 3 – Authoring Tools and Expert Modeling Techniques

Design Recommendations for Intelligent Tutoring Systems: Volume 3 – Authoring Tools and Expert Modeling Techniques (2015) .. edited by Robert A Sottilare, etc



Section I: Perspectives of Authoring Tools and Methods

Chapter 1: Challenges to Enhancing Authoring Tools and Methods for Intelligent Tutoring Systems
Chapter 2: Theory-based Authoring Tool Design: Considering the Complexity of Tasks and Mental Models
Chapter 3: One-Size-Fits-Some: ITS Genres and What They (Should) Tell Us About Authoring Tools
Chapter 4: Generalizing the Genres for ITS: Authoring Considerations for Representative Learning Tasks

Section II: Authoring Model-Tracing Tutors

Chapter 5: A Historical Perspective on Authoring and ITS: Reviewing Some Lessons Learned
Chapter 6: Authoring Example-based Tutors for Procedural Tasks
Chapter 7: Supporting the WISE Design Process: Authoring Tools that Enable Insights into Technology-Enhanced Learning
Chapter 8: Authoring Tools for Ill-defined Domains in Intelligent Tutoring Systems: Flexibility and Stealth Assessment
Chapter 9: Design Considerations for Collaborative Authoring in Intelligent Tutoring Systems
Chapter 10: Authoring for the Product Lifecycle

Section III: Authoring Agent-Based Tutors

Chapter 11: Authoring Agent-based Tutors
Chapter 12: Design Princicples for Pedagogical Agent Authoring Tools
Chapter 13: Adaptive and Generative Agents for Training Content Development
Chapter 14: Authoring Conversation-based Assessment Scenarios
Chapter 15: Authoring Networked Learner Models in Complex Domains

Section IV: Authoring Dialogue-Based Tutors

Chapter 16: Authoring Conversation-based Tutors
Chapter 17: ASAT: AutoTutor Script Authoring Tool
Chapter 18: Constructing Virtual Role-Play Simulations
Chapter 19: emerging Trends in Automated Authoring
Chapter 20: Developing Conversational Multimedia Tutorial Dialogues

Section V: Increasing Interoperability and Reducing Workload and Skill Requirements for Authoring Tutors

Chapter 21: Approaches to Reduce Workload and Skill Requirements in the Authoring of Intelligent Tutoring Systems
Chapter 22: Reflecting on Twelve Years of ITS Authoring Research with CTAT
Chapter 23: Usability Considerations and Different User Roles in the Generalized Intelligent Framework for Tutoring
Chapter 24: Invisible Intelligent Authoring Tools
Chapter 25: Lowering the Technical Skill Requirements for Building Intelligent Tutors: A Review of Authoring Tools
Chapter 26: Authoring Instrucational Management Logic in GIFT Using the Engine for Management of Adaptive Pedagogy (AMAP)
Chapter 27: Tiering, Layering and Bootstrapping for ITS Development
Chapter 28: Expanding Authoring Tools to Support Psychomotor Training Beyond the Desktop