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Human Teacher in Intelligent Tutoring System: A Forgotten Entity!

Human Teacher in Intelligent Tutoring System: A Forgotten Entity!. Kinshuk, Alexei Tretiakov, Hong Hong, Ashok Patel Dr Kinshuk Information Systems Dept, Massey University Palmerston North, New Zealand Tel: +64 6 350 5799 Ext 2090 Fax: +64 6 350 5725 Email: kinshuk@massey.ac.nz

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Human Teacher in Intelligent Tutoring System: A Forgotten Entity!

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  1. Human Teacher in Intelligent Tutoring System: A Forgotten Entity! Kinshuk, Alexei Tretiakov, Hong Hong, Ashok Patel Dr Kinshuk Information Systems Dept, Massey University Palmerston North, New Zealand Tel: +64 6 350 5799 Ext 2090 Fax: +64 6 350 5725 Email: kinshuk@massey.ac.nz URL: http://fims-www.massey.ac.nz/~kinshuk/

  2. Intelligent tutoring on Internet • Intelligent tutoring systems (ITS) have traditionally been used in localised academic environments. • Internet brings need for adaptation of ITS to local contexts in different parts of the world.

  3. Current state of Intelligent Tutoring • ITS failed to recognised the fact that knowledge has contextual component (everything does not work everywhere). • Natural intelligence of student is ignored. • ITS attempted to replace human teacher! Attempts to create a perfect teacher rather than a teacher’s tool!

  4. Teacher and ITS • Different roles of teacher: • ITS designer teacher • ITS implementer teacher • (personality attributes, styles, preferences …) • Many implementer teachers distrust ITS as employing beliefs of the ‘designer teacher’!

  5. Participants of ITS • ITS is a joint cognitive system (Dalal & Kasper, 1994) involving: • a tutoring software • a student, and • an implementing teacher. • Tutoring software contains attributes from designer teacher.

  6. Contexts of intelligent tutoring systems Besides the interactional context, the environmental and objectival contexts are important for any educational system.

  7. Teacher and ITS

  8. Teacher as an implementer of ITS • provides context (background, culture, policies..) • selects and schedules other educational technologies • manages the curriculum, and • oversees the learning progression. In the ensuing power relationship, tutor’s preferences may be more important than the learning styles of a student!

  9. Teacher as an implementer of ITS • Different teaching styles may result in points of divergence within the joint cognitive learning. • Clark (in press) notes: • Instructional methods, not the media cause learning. • Human brain can be overloaded by technologically delivered sensory output. • However, the situation is not so straight forward!

  10. Teacher as an implementer of ITS Novice learners may benefit from richer content, but may also get distracted without directed learning. Different teachers would constrain the learning process in different ways reflecting their teaching styles! Where does the role of teacher fit in overall environmental context of ITS?

  11. Environmental context of ITS

  12. Teacher as an environmental context • Implementer Teacher provides power relationship. • Preferences of a teacher prove to be more important than learning styles of students. • Human teacher plays very important role in the acceptance of a tutoring system. Designer Teacher needs to take into account of implementer teacher’s preferences!

  13. Modelling human teacher • Human teachers may have: • different personalities • different teaching styles (born out of their traditional, progressive or vocational outlook and their own learning style) It is not possible to envisage all the preferences of implementer teacher at design time.

  14. Human Teacher Model We recommend a re-configurable human teacher model to be incorporated in the design of ITS: • to recognise the different teaching styles • to put on record the teaching style(s) adopted in the design, and • enable manual or automatic adaptation to suit the implementing teacher

  15. Why explicit record of designer’s teaching style(s) • better understanding of designer’s rationale by implementing teacher • help in dealing with the cognitive dissonance arising from any differences in teaching styles

  16. Why explicit record of designer’s teaching style(s) • clear rationale behind adopted teaching strategy may also help in the student learning in less adaptive systems • easier understanding of representations which are difficult due to cultural differences • if designer’s teaching style is unproductive in a culture, the system may be localised

  17. Summary: Incremental growth • ITS, in their current stage, cannot replace all the functions of human teacher. • Efforts should be on increasing productivity (just like initial word processors for steno-typists). • ITS designers should treat human teacher as their target user. • Human teacher model is next logical approach in that direction.

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