Cognitive Tutoring based on Intelligent Decision Support in the PENTHA Instructional Design Model
Luisa Dall'Acqua, Sio-Iong Ao · AIP conference proceedings · 2010
The research finality of this paper is how to support Authors to develop rule driven—subject oriented, adaptable course content, meta‐rules—representing the disciplinary epistemology, model of teaching, Learning Path structure, and assessment parameters—for intelligent Tutoring actions in a personalized, adaptive e‐Learning environment. The focus is to instruct the student to be a decision manager for himself, able to recognize the elements of a problem, select the necessary information with the perspective of factual choices. In particular, our research intends to provide some fundamental guidelines for the definition of didactical rules and logical relations, that Authors should provide to a cognitive Tutoring system through the use of an Instructional Design method (PENTHA Model) which proposes an educational environment, able to: increase productivity and operability, create conditions for a cooperative dialogue, developing participatory research activities of knowledge, observations and discoveries, customizing the learning design in a complex and holistic vision of the learning / teaching processes.