1996 Fiscal Year Final Research Report Summary
Intelligent interactive system for extracting knowledge of pedagogical strategies/tactics on instructional design
| Project/Area Number |
07458243
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educational technology
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| Research Institution | The University of Electro-Communications |
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Principal Investigator |
OKAMOTO Toshio The University of Electro-Communications, Graduate School of Information Systems, Professor, 大学院・情報システム学研究科, 教授 (60125094)
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| Co-Investigator(Kenkyū-buntansha) |
INOUE Hisayoshi Naruto University of Education, Research Center for School Education, Research A, 学校教育研究センター, 助手 (30274278)
ITOH Takeshi Faculty of Electro-Communications, Research Associate, 電気通信学部, 助手 (40262373)
MATSUDA Noboru Graduate School of Information Systems, Research Associate, 情報システム学研究科, 助手 (70211571)
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| Project Period (FY) |
1995 – 1996
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| Keywords | Instructional Design / Supporting Design Process / Knowledge Acquisition / Extracting pedagogical Strategy / Interactive System / re-use of knowledge / Evaluation of System |
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| Research Abstract |
A teacher's decision process will consist of four phases ; an instructional design phase, a phase of practice the design, a phase of evaluation the practice and a phase of improvement the design. The purpose of this study is to construct the teacher's decision support system from the points of educational technology, knowledge engineering and cognitive science. Especially, we concentrate on constructing a flexible interactive system to extract pedagogical strategies and tactics from teachers. It is expected to systematize pedagogical knowledge which is used in the instructional process usually by using the interactive system.
In 1995, we have constructed the flexible interactive system with its graphical user interface and had some experiments to extract pedagogical strategies and tactics from teachers besed on a dialogue model. The dialogue model represents the dialogue process to ask teachers their pedagogical knowledge.
In 1996, we have refined the dialogue model and extracted the pedagogical strategies and tactics from teachers using our system. Many teachers participated in the extracting process to collect lots of knowledge. Then we improved our system by adding the extracted strategies and tactics to the system. Finally, we evaluated re-usability of the strategies and the tactics by inspecting re-usability of the knowledge in different situations of instructional processes.
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