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The NATO workshop ''Knowledge acquisition in the domain of physics and intelligent learning environments" was held in Lyon, France, July 8-12, 1990. A total of 31 researchers from Europe (France, Germany, Greece, Italy, Portugal, and the U. K. ), the U. S. A. , and Japan worked together. This proceedings volume contains most of the contributions to the workshop. The papers show clearly the main directions of research in intelligent learning environments. They display a variety of points of view depending on the researcher's own background even when a single domain of teaching, namely physics, is considered. We acknowledge the assistance of Michael Baker, who was responsible for reviewing the English of the contributions. February 1992 Andree TIberghien Heinz Mandl Table of Contents Introduction 1 1. Teaching Situations and Physics Knowledge Introductory University Courses and Open Environment Approaches: The Computer as a Multi-role Mediator in Teaching/Learning Physics 5 E. Balzano, P. Guidoni, M. Moretti, E. Sassi, G. Sgueglia Practical Work Aid: Knowledge Representation in a Model Based AI System 21 J. Courtois Simultaneous Processing of Different Problem Aspects in Expert Problem Solving: An Analysis in the Domain of Physics on the Basis of Formal Theories of Commonsense Knowledge 35 A. Hron Modelis: An Artificial Intelligence System Which Models Thermodynamics Textbook Problems 47 G. Tisseau 2. Different Approaches to Student Modelling Steps Towards the Formalisation of a Psycho-logic of Motion 65 J. Bliss, J.
The present volume contains a large number of the papers contributed to the Advanced Study Institute on the Psychological and Educational Foundations of Technology-Based Learning Environments, which took place in Crete in the summer of 1992. The purpose of the Advanced Study Institute was to bring together a small number of senior lecturers and advanced graduate students to investigate and discuss the psychological and educational foundations of technology-based learning environments and to draw the implications of recent research findings in the area of cognitive science for the development of educational technology. As is apparent from the diverse nature of the contributions included in this volume, the participants at the ASI came from different backgrounds and looked at the construction of technology -based learning environments from rather diverse points of view. Despite the diversity, a surprising degree of overlap and agreement was achieved. Most of the contributors agreed that the kinds of technology-supported learning environments we should construct should stimulate students to be active and constructive in their knowledge-building efforts, embed learning in meaningful and authentic activities, encourage collaboration and social interaction, and take into consideration students' prior knowledge and beliefs.
This book is a collection of some of the papers that were presented during a NATO Advanced Research Workshop (ARW) on "Intelligent Systems: Safety, Reliability and Maintainability Issues" that was held in Kusadasi, Turkey during August 24- 28, 1992. Attendance at this workshop was mainly by invitation only, drawing people internationally representing industry, government and the academic community. Many of the participants were internationally recognized leaders in the topic of the workshop. The purpose of the ARW was to bring together a highly distinguished group of people with the express purpose of debating where the issues of safety, reliability and maintainability place direct and tangible constraints on the development of intelligent systems. As a consequence, one of the major debating points in the ARW was the definition of intelligence, intelligent behaviour and their relation to complex dynamic systems. Two major conclusions evolved from the ARW are: 1. A continued need exists to develop formal, theoretical frameworks for the architecture of such systems, together with a reflection on the concept of intelligence. 2. There is a need to focus greater attention to the role that the human play in controlling intelligent systems. The workshop began by considering the typical features of an intelligent system. The complexity associated with multi-resolutional architectures was then discussed, leading to the identification of a necessity for the use of a combinatorial synthesis/approach. This was followed by a session on human interface issues.
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
This book is the outgrowth of a NATO Advanced Research Workshop, held in Milton Keynes (United Kingdom) in the summer of 1990. The workshop brought together about 30 world leaders in the use of advanced technologies in the teaching of mathematics and science. Many of these participants commented that the workshop was one of the more productive and exciting workshops that they had attended. It was not uncommon to see participants engaged in informal discussion far into the evenings and early mornings, long after formal sessions had ended. It is my hope that this book captures the substance and excitement of many of the ideas that were presented at the workshop. Indeed, the process by which this book has come about has given every opportunity for the best thinking to get reflected here. Participants wrote papers prior to the workshop. After the workshop, participants revised the papers at least once. In a few instances, three versions of papers were written. Some participants could not resist the urge to incorporate descriptions of some of the newer developments in their projects. The papers in this book demonstrate how technology is impacting our view of what should be taught, what can be taught, and how we should go about teaching in the various disciplines. As such, they offer great insight into the central issues of teaching and learning in a wide range of disciplines and across many grade levels (ranging from elementary school through undergraduate college education).
This account of development in educational research is intended as a guide to possible research areas, both fundamental and policy-related, for students in colleges and higher education institutions, and should also be of interest to those engaged in curriculum planning and administration.
The research in Physics Education has to do with the search of solutions to the complex problem of how to improve the learning and teaching of physics. The complexity of the problem lies in the different fields of knowledge that need to be considered in the research. In fact, besides the disciplinary knowledge in physics (which must be considered from the conceptual, the historical, and the epistemological framework), one has to take into account some basic knowledge in the context of psychology and the cognitive sciences (for the general and contextual aspects of learning) and some basic knowledge in education and comunication (for what concerns teaching skills and strategies). Looking back at the historical development of the research one may recognize that the complexity of the endeavour was not clear at first but became clear in its development, which shifted the focus of the research in the course of time from physics to learning to teaching. We may say that the research started, more than 30 years ago, with a focus on disciplinary knowledge. Physicists in different parts of the western world, after research work in some field of physics, decided to concentrate on the didactical comunication of physical knowledge.
Cognitive science is a multidisciplinary science concerned with understanding and utilizing models of cognition. It has spawned a great dealof research on applications such as expert systems and intelligent tutoring systems, and has interacted closely with psychological research. However, it is generally accepted that it is difficult to apply cognitive-scientific models to medical training and practice. This book is based on a NATO Advanced Research Workshop held in Italy in 1991, the purpose of which was to examine the impact ofmodels of cognition on medical training and practice and to outline future research programmes relating cognition and education, and in particular to consider the potential impact of cognitive science on medical training and practice. A major discovery presented in the book is that the research areas related to artificial intelligence, cognitive psychology, and medical decision making are considerably closer, both conceptually and theoretically, than many of the workshop participants originally thought.
This workshop was organized and presented by an international group of scholars interested in the advancement of automating instructional design. Although the principal leader for this effort was myself, each of the committee members devoted equally in time and effort in the total preparation and conducting of the workshop. Members of the organizing committee included Dr. Klaus Breuer from disce and the University ofPaderbom (Germany), Dr. Begofia Gros from the University of Barcelona, and Dr. Daniel Muraida and Dr. Michael Spector from the Armstrong Laboratory (USA). Dr. Gros participated as the co-director of the workshop and was directly responsible for the preparation and operation of the workshop in Sitges, Spain. The workshop was held in Sitges, a short distance from Barcelona, March 23-27, 1992. Because of preparations at that time for the 1992 summer Olympic Games in Barcelona, the workshop was moved to a more convenient location. The theme of the workshop included three main topics: planning, production, and implementation. Dr. Peter Goodyear, from the Lancaster University (England), presented the invited keynote address. During the four day workshop, 14 papers were presented and discussed. Following each of the three topic areas, Drs. Gros and Breuer led discussions critiquing the ideas presented.