Abstract
The instructional competence of an Intelligent Tutoring System lies in its instructional model. Such a model has been approached in the ITS field from a theoretical and from a computational point of view. GTE approaches the instructional model from an epistemological point of view by making it reflect the instructional knowledge and expertise that underlies human teaching. The underlying assumption is that such knowledge and expertise has a generic nature, and that it can be modelled. The central component of the GTE architecture is therefore a large generic instructional knowledge base that is capable of dynamically generating a huge variety of instructional plans. It enables to flexibly adapt the teaching performance to the requirements of the individual teaching context. In this paper we describe the formalism that was developed for the representation of the instructional knowledge, the interpretation engine that can generate instructional processes based on the knowledge in the knowledge base, and the actual content of the knowledge base. It illustrates the feasibility of the assumption that was made, and the impact this may have on authoring instructional strategies.
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Van Marcke, K. GTE: An epistemological approach to instructional modelling. Instructional Science 26, 147–191 (1998). https://doi.org/10.1023/A:1003090729860
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DOI: https://doi.org/10.1023/A:1003090729860