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This monograph presents a set of emerging theories, along with current practices and recommendations, that focus on the effective management of knowledge in educational settings. It provides a set of simple designs for linking people, processes, and technologies, and discusses how organizations can promote policies and practices that help people share and manage knowledge. The details in the monograph are drawn from discussions at the Knowledge Management in Education Summit held in December 2002. The aim of the monograph is to build from the insights of presenters and participants at the summit in an effort to share the most recent understandings about knowledge management in education. It describes knowledge management as a set of practices that helps to improve the use and sharing of data and information in decision-making. Following a discussion on improving accountability in education, the monograph addresses technology culture and information culture; provides practical approaches to knowledge management; discusses the practical aspects of knowledge management; and offers recommendations for those interested in promoting the use of knowledge management practices in education. (Contains a list of 34 references and further resources.) (WFA)

This paper provides an overview of Student Modeling techniques that have been employed in Intelligent Languages Tutoring Systems (ILTSs) over the past decade. It further discusses the Student Model of the English-as-a-Second-Languages (ESL) Tutor, an ILTS for ESL. The Student Model is based on student subject matter performance and provides feedback and remedial exercises suited to learner expertise. The paper further reports on a study in which the extent to which the Student Model addresses the need for an individualized languages learning environment is determined. (Contains 14 references, 1 table, and 2 figures.) (Author)

The use of intelligent software agents within computer mediated learning environments has become an important focus of research and development in both AI and educational contexts. Some of the roles envisaged and implemented for these electronic entities involve direct interactions with students, participating in the "social" dimension of the classroom that is of such importance in contemporary pedagogical theory. Others contribute to the many background tasks that support the teaching/learning process. Each type of activity raises its own special challenges in relation to the capabilities of the software and to our understandings of teaching and learning. Through discussion of both theoretical perspectives and practical examples, this paper explores a selection of these issues. (Contains 13 references.) (Author)

A framework for designing intelligent assistance in a discovery learning environment is proposed in this paper. The process of discovery learning is analyzed and the required functions for intelligent assistance are discussed. A flexible simulator that fits any type of discovery learning is necessary. The problem solvers that perform fundamental tasks of discovery are also needed: hypothesis generator and experiment designer. In particular, the paper focuses on another important function: evaluator of the effectiveness of counterexamples. Counterexamples have many clues for learning, but a learner often feels difficulty in utilizing them. This paper proposes the method of evaluating counterexamples from two educational viewpoints that ask the following: "Does it suggest the occurrence of error clearly?" (visibility), and "Does it suggest the cause of error?" (suggestiveness). Some case studies are presented to illustrate these functions, followed by a description of the framework. (Contains 12 references, 5 figures, and 4 tables.) (Author/AEF)

This paper looks at learner-formulated questions in technology-supported learning applications. Traditionally, technology-supported learning applications request input from the learner. The learner's response is used to assess the knowledge of the learner, to define a navigation path through the material or to construct a learner model. The objective is to add another form of interaction between learner and system, where the learner can pose questions to the system in similar fashion as to a human tutor. The paper discusses ways of dealing with these learner-formulated questions, question formats and existing approaches. It then introduces an approach for learner-formulated questions that is based on the Flexible Structured Coding Language (FSCL). Two specific approaches are presented: the syntax-based and the semantic-based. After a discussion of these approaches, the paper concludes with an outline of future work. (Contains 12 references.) (Author/AEF)

E-Referencer is an expert intermediary system for searching library online public access catalogs (OPACs) on the World Wide Web. It is implemented as a proxy server that mediates the interaction between the user and Boolean OPACs. It transforms a Boolean OPAC into a retrieval system with many of the search capabilities of Web search engines. E-Referencer encapsulates some of the knowledge and searching expertise of experienced librarians. It processes the user's natural language query, maps the query words to Library of Congress subject headings, selects a suitable search strategy, and formulates an appropriate search statement to send to the library system. Based on the user's relevance feedback on the search results, it further selects a strategy for refining the search. (Author/MES)

This paper describes preliminary work on "Multiple Intelligent Mentors Instructing Collaboratively" (MIMIC), an intelligent Web-based agent environment for learning instructional design. The focus is on developing theoretical foundations of instructional design and instructional theory that form the foundation for systems development. In the proposed intelligent learning environment (ILE), intelligent agents will serve as mentors and learner companions in support of pre-service teachers (PSTs) in learning instructional design, a key aspect of their professional preparation. This environment also promises to promote higher-order thinking, stressing learning by reflection and metacognition. The paper discusses: the features of MIMIC; overall framework; motivational components; cognitive considerations for agent-based learning environments; and future theoretical development. An example is provided to illustrate the interactions that take place with the MIMIC system. (Contains 25 references.) (AEF)

The Multimedia Approach to Pregnancy Prevention (MAPP) is an expert intelligence multimedia program administered in outpatient and inpatient clinics in the University of Miami/Jackson Children's Hospital (Florida). The target population for the MAPP program is youths aged 9-14 years, diagnosed with chronic illnesses (asthma, diabetes, and sickle cell disease). Program sessions take place in a clinic setting, using a portable computer. Three sessions have been developed on chronic illness and its effects on sexual development. The major aim of MAPP is to strengthen intentions to postpone sexual initiation and prevent pregnancy. Evaluation takes place by examining differences between a treatment and control group on pre-post tests at baseline, 1, 3, and 6 months. Measurement instruments include a pre-post questionnaire, computer log, module development logs, and clinic checklist. Outcome evaluation includes comparison of knowledge and attitude change toward sexual abstinence and changes in behavioral intention to choose abstinence in both the intervention and control group. Preliminary reports indicate acceptance of the program by subjects, parents, and clinic personnel. Contains 13 references. (Author/MES)

Expert systems are computer programs that are designed to advise or assist users by storing the knowledge of human experts and applying the computer's mathematical ability to search and sort this information. This study investigated the use of an expert system as a mindtool and whether or not creating a simple expert system would facilitate the formation of an accurate mental model of a system. The domain selected for the study was that of hydraulic brake drums. Participants were 33 adult males and females from a variety of professions located in the United States, Canada, and the United Kingdom. Results indicate that creating the expert system substantially increased participants' scores on all three measures of mental models. In addition, participants indicated that using the expert system focused their attention on the topic and that it was fun to use. Network similarity scores increased significantly, with a large effect size, during the midtest to posttest period during which participants created the expert system. Scores on a test of troubleshooting increased significantly, but with only a medium effect size. Results of a prediction test also indicated that the use of an expert system facilitated the development of more expert-like knowledge structures. Expert systems appear to be versatile and powerful mindtools. (Contains 8 tables, 6 figures, and 59 references.) (SLD)

This paper develops a new conception of organizational knowledge management as "knowledge ecology." The Socrates electronic learning environment is described as an example of a knowledge ecosystem for education and training. The Socrates program was developed as a knowledge management system, viewing classrooms as organizations for lifelong learning. Socrates allows even novice Web users to quickly (in a day) create instructional Web sites with integrated knowledge resources and Web training tools. Based on its early experience, several implementation barriers are identified. Future research needs for developing and implementing organizational knowledge ecologies are discussed. (Author/AEF)

This paper describes a system that provides faculty with automatic testing and grading online facilities, as well as course administration resources, using the World Wide Web as a common and ubiquitous interface. The system was built using the Common Lisp HTTP Server from MIT and its functionality to generate HTML "on the fly," which offers the appropriate level of interactivity and flexibility needed to design such systems. It allows instructors to create exams and to manage them online, and it includes automatic grading and immediate feedback to students. Also, the system allows for automated scores bookkeeping: students may check their grades at any time and so may their instructor. It is argued that the system might be a useful framework for enhancing Web-centered education, and that the CL-HTTP server is an ideal instrument for easily achieving this sort of interactive and automatic management. (Author/AEF)

This paper presents a model of an intelligent computer network that provides real-time evaluation of students' performance by incorporating intelligence into the application layer protocol. Specially designed drills allow students to independently solve a number of problems based on current lecture material; students are switched to the most appropriate assignment level (regular, advanced, or simplified) based on computer evaluation of performance. The state of each network is defined as a function of a student's performance during the course of the drill. The analysis of a state of the nodes in real-time permits algorithmic reconfiguration of the network resources. As a consequence of this reconfiguration, the instructor will monitor only those students who are behind the schedule. This, in turn, allows the instructor to concentrate on the analysis of the students' problems and the ability to provide real-time help rather than attempting to identify those students who are experiencing difficulty. Figures present the matrix of student performance, graphs of a students' performance and overall class performance, and the algorithm of real-time performance analysis. (AEF)

Information retrieval on the World Wide Web has a major obstacle: although data is abundant, it is unlabeled and randomly indexed. This paper discusses the implementation of a consultative Web search engine that minimizes the expertise level that is required from a user to accomplish an advanced search session. The system takes advantage of the meta-knowledge (Selection Routine), used by expert librarian searchers and applies it to a heterogeneous search space such as CD-ROM databases and Web-based environments acting as an intermediary expert system. Topics discussed include: (1) the Selection Routine, including the three basic stages of a typical online search--definition of query structure, selection of search keys, and feedback review; (2) system description, including the Web-based interface, spell checker, consultative core, and retrieval component, as well as examples of the Selection Routine and Metaknowledge rule sets; and (3) implementation issues. Three figures present components of an online search, the decision tree of the Selection Routine, and system description. (AEF)

The Electronic Homework assistant system is composed of two components: the Computer Tutor and the Homework Administrator. The Computer Tutor is an intelligent tutoring system that can provide personal assistance like supplying hints, checking errors, providing remediation and prioritizing problems. The Homework Administrator is a teacher's assistant in assigning and marking the homework, and summarizing errors for teachers' reference. Both components of Electronic Homework are composed of several modules. Different types of knowledge, mainly obtained from human experts, are incorporated into the Computer Tutor, and the pieces of knowledge, in the form of rules, are stored in the following separate modules: the expert module, which contains the knowledge that the system imparts to the student; the student module, which stores the knowledge of the students, both correct and incorrect, in the form of rules; the tutoring module, which contains the knowledge on how and when to help students correct their errors; and the communication module, which deals with the interaction between the user and the computer tutor. The Homework Administrator is responsible for handling routines normally done by teachers, which include ordering problems, collecting students' errors and marking students' work. The effect of using Electronic Homework was investigated among students of different academic abilities; in one school, students using the system performed better on less abstract problems. A major shortcoming of Electronic Homework is that it reacts very slowly in some situations. (Contains 17 references.) (AEF)

Motivated by the brain, neural networks are a right-brained approach to artificial intelligence that is used to recognize patterns based on previous training. In practice, one would not program an expert system to recognize a pattern and one would not train a neural network to make decisions from rules; but one could combine the best features of each in solving a problem. One of the simplest and most common neural network models is the fully connected three layer model that consists of the input layer, the hidden layer, and the output layer. Instead of programming a neural network, the neural network is trained by presenting a history of inputs and outputs to the network. Training can be difficult and time-consuming, but after training, the neural network can quickly recognize patterns. One of the easiest places in which to integrate neural networks into the curriculum is a follow-on to the study of regression. The goal of regression is to determine a functional relationship between a dependent variable and one or more independent variables. Neural network software is becoming more available and more affordable. An annotated bibliography of selected literature on neural networks and a brief history of neural networks follows the discussion in this paper. (Contains 11 references.) (AEF)

With the release of ShockWave, MacroMedia Director animations can now be incorporated directly into Web pages to provide high quality animation and interactivity, to support, for example, tutorial style questions and instantaneous feedback. This paper looks at the application of this technique in the translation of a traditional computer-based tutorial, Ariadne's Thread, into an online version. A significant change was evident in its development and implementation processes and impact on the student learning and departmental infrastructure. This change was seeded in part by the increased modularity and open delivery of online Web materials, and in part by the development of specialized interactive learning devices and support tools. In particular, the shift from authoring to writing tools has moved the locus of project control from the technical to educational, involving teachers more directly in development and implementation. A simultaneous shift from a development-centered project approach to one that is implementation-focused, has increased the potential of responding to learning needs on an ongoing basis. Five figures illustrate the program. (AEF)

Many students find climate classification laborious and time-consuming, and through their lack of repetition fail to grasp the details of classification. This paper describes an expert system for climate classification that is being developed at Middle Tennessee State University. Topics include: (1) an introduction to the nature of classification, Koppen's classification system, and climographs; (2) the advantages and disadvantages of computer-based classification; (3) the rationale for using the C programming language and a DOS-based program; (4) the program design, the modules of software development, and future interface and graphics enhancements; (5) the use of the expert system in both classroom and independent instruction and the project evaluation. Three figures depict: flowcharts for Koppen classification system; a summary of climate subcategories and climate codes within the Koppen system; and a sample climograph. (AEF)

The cognitive revolution began in the 1950s as researchers began to move away from the study of knowledge acquisition and behaviorism to the study of information and the way it is processed. Four factors are discussed in chapter 1 as contributing to the increase in popularity of the "cognitive revolution" (increasing enthusiasm for the cognitive approach). This historical perspective on cognitive psychology includes an examination of cognition as a constructive process, structuralism, functionalism, the association approach to memory, Hermann Ebbinghaus, and measuring retention. Some basic characteristics of memory are also explained. Chapter 2 examines the processing of information. A discussion of the structure of memory includes sensory register, short-term ("working") memory, and long-term memory. A section on mnemonics outlines strategies such as the methods of places, association, and keyword. The nature of forgetting and memory interference are also discussed. Chapter 3 examines representations of knowledge, including network models of long-term memory; procedural and metacognitive knowledge; the conditions of learning; concepts; prototypes; schemata; scripts; and goals and plans. Graphic representations of knowledge are explored in chapter 4. An introduction to concept mapping is offered, and hypermedia and hypertext are examined in depth. Chapter 5 discusses problem solving in terms of behaviorism, Gestaltism, information processing, solution paths. Methods of problem solving are highlighted: random search strategies, heuristic search strategies, proximity search, means-end analysis, pattern matching, and domain-specific problem solving. Artificial intelligence and expert systems are covered in chapter 6. Chapter 7 explores the history of education and educational media. (Contains 153 references.) (MAS)

This paper reports the results of using a three-layer backpropagation artificial neural network to predict item difficulty in a reading comprehension test. Two network structures were developed, one with and one without a sigmoid function in the output processing unit. The data set, which consisted of a table of coded test items and corresponding item difficulties, was partitioned into a training set and a test set in order to train and test the neural networks. To demonstrate the consistency of the neural networks in predicting item difficulty, the training and test sets were repeated four times starting with a new set of initial weights. Additionally, the training and testing runs were repeated by switching the training set and the test set. The mean squared error values between the actual and predicted item difficulty demonstrated the consistency of the neural networks in predicting item difficulty for the multiple training and test runs. Significant correlations were obtained between the actual and predicted item difficulties and the Kruskal-Wallis test, indicating no significant difference in the ranks of actual and predicted values. (Author/MDM)

This study evaluated expert system diagnoses of examinees' solutions to complex constructed-response algebra word problems. Problems were presented to three samples (30 college students each), each of which had taken the Graduate Record Examinations General Test. One sample took the problems in paper-and-pencil form and the other two on computer. Responses were then diagnostically analyzed by an expert system, GIDE, and by four Educational Testing Service mathematics test developers. Results were highly consistent across the samples. Human judges generally agreed in describing responses as right or wrong, but concurred at lower levels in categorizing the specific bugs they detected in incorrect solutions. The expert system agreed highly with the judges' right/wrong decisions, but less closely with bug categorizations that judges agreed on. Causes of machine-rater disagreement were identified, and suggested remedies were proposed. These results suggest that highly accurate diagnostic analysis through knowledge-based understanding of complex responses may be difficult to achieve at the fine-grained level used by GIDE. Increasing accuracy is discussed. Appendixes A, B, and C present probabilities and canonical solutions for each of the samples; and Appendixes D, E, and F contain Sample 2 judges' instructions, and Sample 2 and Sample 3 Bug Classification Scheme and Detailed Error Descriptions with Examples. Twenty-one tables present study data. (Contains 13 references.) (Author/SLD)

As a person learns, his problem solving ability improves and one reason for this is the increased acquisition of "macro-rules" which make problem solving more efficient. An intelligent computer assisted learning (ICAI) system is being developed which automatically acquires the useful knowledge from the domain experts; as experts give the learning system instructions of how to solve given problems, the system extracts the strategic knowledge of problem solving from the instructions by generalizing them. The educational system then teaches and coaches students based on the acquired strategic knowledge by making a student give instructions instead of an expert, thus extracting a student's strategic knowledge. If macro-rules are prepared for various states, then the system is able to give an explanation of problem solving for various similar problems. The learning system described in this paper acquires strategic knowledge according to the model of explanation-based learning; the domain is physics at the high school level. Knowledge was prepared for the domain theory in terms of the knowledge: (1) for understanding the structure of a problem; (2) for inducing the appropriate formula from the problem structure; (3) for solving an equation; (4) for solving plane trigonometry; and (5) of a dictionary on the concepts/technical terms. The system makes the knowledge processing according to instructions on: attributes of objects; on defining attribute-value of an object as a variable; on a causal relationship among objects; and on equations. (AEF)

A hypermedia based UTICS (university transaction, information and communication system) is under development at the University of Auckland (New Zealand). This multi-platform system will provide alternatives to traditional forms of information retrieval and dissemination as well as public relations exercises. The UTICS will offer a virtual journey through the campus, and there are presently two techniques for incorporating a trip into a hypermedia system. The less complex "walk-through" consists of virtual walks on a given network of paths, and with the "fly-through," where movement is not restricted to given paths and places. The hypermedia system can be extended to include an expert system, which has the capacity to deal with the decision making process of prospective students. An expert system which contains declarative and procedural knowledge about the problem field can assume the role of a counsellor by assisting students in laying out their course options. Another application of a hypermedia based UTICS is the provision of information about university-sourced expertise and equipment available to the public, or groups from media, industry and government. The UTICS project will span several years and there remains a number of design problems to be solved, including image matching and the degree of detail to be incorporated in the walk- and fly-through systems. (Contains 13 references.) (AEF)

This paper describes RaPiD, a computer-aided assistant for the design of dental prostheses called removable partial dentures. The user manipulates icons directly to indicate the desired design solution to a given clinical situation. A developing design is represented as a logic database of components in a design; expert rules are applied as integrity constraints governing valid database transactions/design alterations. RaPiD has two modes of operation: manual mode designed for educational use (at either "student" or "expert" level), and automatic, which is intended for dentists in practice. In automatic mode, the dentist enters key clinical information, after which the system takes over and completes the design. Contravention of design rules is presented to the user in a critiquing style. The critiquing style strategies form the basis for the system's use in undergraduate and graduate dental education. Critiquing strategies used include: (1) a critique is issued only when the user has completed the proposed alteration; (2) a critique is issued immediately upon the user's radical misuse of a tool; (3) critiquing dynamically without negotiation with the user; (4) critiquing requested by the user upon completion of a design session, or at certain other stages in the design process; and (5) optional critiquing, requested by the user who wishes to compare his design with that which would have been produced independently by the system. An assessment of the educational effectiveness is planned. Expanding the range of design rules in RaPiD so that it becomes comprehensive is a current priority, as is the introduction of critiquing strategies (4) and (5), as well as completion of the automatic mode of operation. The extensive use and testing of RaPID, already carried out, show it to be a versatile and robust knowledge-based system. (Contains 14 references.) (Author/MAS)

Hypertext is well-suited for educational applications where open learning and knowledge exploration is desired. In such applications, principles of good hypertext interface design should be employed to avoid navigational problems so as to maximize learning. Interface design, however, may also directly enhance acquisition of a particular knowledge structure. An interface that is based upon an expert's structural knowledge map may assist novice learners in developing a more sophisticated knowledge structure more closely resembling that of an expert. Pathfinder networks have been used successfully to differentiate expert and novice knowledge structures. The procedures described in this paper were used to design a structured interface for use in a research study currently in progress. Two microcomputer programs were used to develop the interface: The Knowledge Network Orientation Tool (KNOT) was used to create the pathfinder network, and Asymetrix Toolbook for the hypertext application. (Contains 19 references.) (Author/JLB)

Console-operation skill is procedural knowledge of control panel actions. The console operator must select appropriate sequences of steps (e.g., setting dials, pressing buttons, etc.) as mandated by desired goals and subgoals. A computer-based training (CBT) environment can simulate an environment where knowledge acquisition is efficiently and effectively achieved. In the training of console-operation skill, a CBT environment can simulate control-panel responses and device actions while providing instructional support. The instructional support delivered during practice consists of a set of intervention strategies. This paper discusses an ongoing investigation of CBT approaches in the acquisition of console-operation skill. Two variables of the intervention include the content of feedback and the timing of feedback. Preliminary results from a laboratory experiment suggest that feedback which elaborates on the goal structure of the console-operation skill is more effective than feedback that simply corrects errors. (Contains 42 references.) (Author/JLB)

This paper describes the process used to design and evaluate a computer-based tool that guides the development of lesson plans. The tool, PLANalyst, contains a small expert system with a human face that analyzes lessons and gives specific feedback for improvement. The process used to create PLANalyst can be generalized to the development of tools to support any complex intellectual task. PLANalyst runs on Macintosh computers and was constructed with HyperCard. The tool allows easy creation and editing of lessons and provides printed out lesson plans that encourage lessons based on sound instructional principles and realistic estimation of time. It also provides a common language and a tool for team teaching and instructional development. The model on which it is based most closely resembles the nine events of instruction of R. M. Gagne and others. Preparation screens and event screens are illustrated, and the expert system is described. Field tests with close to 200 college students have supported the utility of the tool. The final version, still in development, will incorporate a database of useful teaching techniques drawn from ERIC citations. Six figures illustrate the screens. Two appendixes contain event categories and an evaluation form. (Contains 7 references.) (SLD)

Techniques for building a world-wide information infrastructure by reverse engineering existing databases to link them in a hierarchical system of subject clusters to create an integrated database are explored. The controlled vocabulary of the Library of Congress Subject Headings is used to ensure consistency and group similar items. Each database becomes a system object, and each package within the database is assigned a subject cluster based on its content. An expert system matches the user profile to the information package best suited to need and locates the appropriate database. This is supplemented by a machine-generated natural language mapping scheme to lead the user into the clusters of interest. For the prototype, an object-oriented hypermedia user interface was developed, using MARC records. Packages are grouped into subject clusters consisting of the classification number and the first subject heading/keyword assigned. Use of a hierarchical classification number (Dewey number) makes it possible to broaden or narrow a search at will. It is anticipated that the system will be useful to searchers and will also provide a basis for automated indexing. Fifteen computer prototype screens are presented as illustrations. (SLD)

This paper describes the use of an automated performance support system, the Mental Retardation-Expert (MR-E), in the training of 16 student clinicians to think "functionally" about undesirable behaviors of persons with mental retardation or developmental disabilities (MR/DD). The MR-E models human expertise in behavioral diagnosis and treatment, expanded and supported by the current scientific literature. The MR-E assists in the development of functionally based treatment protocols for individuals with MR/DD who engage in significant disruptive behaviors. The MR-E also provides an interactive process of case consultation and a basic understanding of the relationship between functional hypotheses and treatment. A pretest versus posttest strategy was applied to the environmental group (N=16) and control group (N=7), producing results that indicated that both training and interactive experience with the MR-E lead inexperienced clinicians to accept its recommendations. (DB)

Adopting perspectives based on applications of artificial intelligence proven in industry, this paper discusses methodological strategies and issues that underlie the development of such software environments. The general concept of an expert system is discussed in the context of its relevance to the problem of increasing the accessibility of expert assistance to research practitioners. Important methodological issues and development strategies that underlie the construction of such systems are discussed. Some illustrative examples addressing the question of representation of research expertise (versus textbook-based information) are presented. Finally, implications and priorities for the longitudinal development of practitioner-supporting expert systems for the representation of the research knowledge-base and the design of knowledge-based instructional environments for improving graduate training in research are noted. Nine figures illustrate the discussion. (Contains 25 references.) (SLD)

This paper describes the Guided Approach to Instructional Design Advising (GAIDA), an automated instructional design tool that incorporates techniques of artificial intelligence. GAIDA was developed by the U.S. Air Force Armstrong Laboratory to facilitate the planning and production of interactive courseware and computer-based training materials. The tool is a case-based system that incorporates a short exposition of Gagne's nine events of instruction and four complete examples of applying the nine events to identification of naval insignia, classifications of electronic resistors, checklist procedure for the F-16 Gatling gun, and procedure for testing a patient's respiratory capacity using a spirometer. The paper covers (1) the issues involved in developing an automated instructional design advisor; (2) the results of Gagne's evaluation of the initial GAIDA case (the checklist for the F-16 gun); (3) a description of how GAIDA has been redesigned; and (4) how GAIDA will be used in future instructional design research and development projects. (Contains 18 references.) (KRN)

This report describes the development of a new tool for assessment research in graduate education. The tool, the Algebra Assessment System, is based on GIDE, a pre-existing program that diagnostically analyzes complex constructed responses to algebra word problems. The project had three goals. The first goal was to build a generically usable interface for presenting performance tasks and collecting answers in machine-readable form. This program makes the data gathering and analysis process more efficient and permits examinees to respond in the computerized environment in which Graduate Record Examinations Program offerings will be delivered. Second, the range of problems scorable by GIDE was increased to demonstrate the feasibility of automatically analyzing complex constructed responses across a broadened domain. Finally, minor faults in GIDE's analysis mechanisms were corrected. Together, these improvements constitute a tool that can be used in future research to permit stronger inferences to operational computer-based testing environments and as the basis for an eventual interactive performance assessment prototype for graduate education. Three appendixes present the item pool, the scoring rubric, and canonical solutions and bug definitions for three problem classes. (Contains 4 tables, 3 figures, and 25 references.) (Author/SLD)

A hypermedia tutoring system for teaching parasitology to college students was developed using an object oriented software development tool, Knowledge Pro. The program was designed to meet four objectives: knowledge incorporation, tutoring, indexing of key words for Boolean search, and random generation of quiz questions with instant scoring. The educational material incorporated in the form of text and/or images with their relational linkages serve as the domain of the system. The tutoring system contains a graphical user interface which allows the user to access the educational material in four different interactive modes: Course, Review, Reference, and Self-Evaluation. Indexing of keywords is accomplished by using a program which first alphabetizes the words of the entire text and then filters out common words. This process leads to the creation of an indexed keyword database which is then used for Boolean searches. Quizzes are generated randomly by using a multiple-choice question and answer database. The main advantage of this system is that it allows the student to interact with the computer-tutor at his or her own pace for self-learning and auto-evaluation. A limitation of the program is its inability to support extended queries due to its reliance on the built-in Knowledge Pro facility. (Contains 26 references.) (AEF)

The Computerized Comprehensibility System (CCS) provides an automated copy editing function, generating a mark-up of a draft of a technical document by simulating the simpler comprehension processes of a human reader, and then criticizing the text when these simple processes cannot successfully comprehend the material. A key CCS function is criticizing the coherence of the material by tracking which objects are mentioned in the passage. A common comprehensibility problem is that the text mentions a new object using the syntactic structures appropriate for an already known object. If the reader must make an inference that presence of the new object is implied by the earlier mentioned object, the result is a potential break in the coherence of the text. CCS criticizes all such coherence breaks. However, many such inferences are actually easy for most readers, since only general knowledge is required to make the inference, rather than specialized knowledge about the domain. If so, then the CCS criticism of a coherence break is a false alarm. This report describes exploratory work with an augmented form of CCS, in which the WordNet database is used as a source of general knowledge to allow CCS to make the same kind of general knowledge inferences that human readers do to overcome coherence breaks. (Contains 6 references.) (Author/AFL)

This project at the Texas College of Osteopathic Medicine (Fort Worth) evaluated the use of an artificial-intelligence-derived measure, "Knowledge-Based Inference Tool" (KBIT), as the basis for assessing medical students' diagnostic capabilities and designing instruction to improve diagnostic skills. The instrument was designed to address the problem that, in medicine, diagnostic expertise is problem-specific and appears to be more a factor of the student's knowledge base than cognitive skills. This study determined that the KBIT produced reliable and valid (based on comparisons of diagnostic accuracy of experts with those of novices) for four different problem areas: Weakness, Red Eye, Papulosquamous Disorders, and Elevated Creatinine. Additionally the study showed that two expert/KBIT-derived instructional approaches significantly improved the diagnostic accuracy of treatment student groups when compared to a control group and to students conventionally trained. After the executive summary and a project overview, this report describes the project's background and origins, its components and activities, and results. Attached is a related article titled "An Expert Program Shell Designed for Extracting Disease Prototypes' and Their Use as Models for Exploring the 'Strong Problem-Solving Methods' Employed in Clinical Reasoning" (F.J. Papa; S. Meyer). (DB)

Outcomes of a project designed to develop the knowledge base necessary for creating an expert system that would help nonprofit organizations select fund-raising software are presented in this paper. When the system is completed, its components will ask the user for information that will assist in determining the organization's administrative needs and will then make recommendations for the software most appropriate for meeting that organization's fund-raising needs. The project involved two separate studies, called respectively, the "Laboratory Study" and the "After Study." The first phase of the laboratory study developed a model query system based on the developer's personal knowledge. The second phase involved a literature review focused on software selection and fundraising software. During the after study, personal interviews were conducted with a total of three representatives: one each from a small, medium, and large organization. Telephone interviews were conducted with nine representatives: three each from a small, medium, and large organization. The after study expert system that was designed following field research incorporated the information gathered in the previous stages but added several more software features for incorporation into the query component. In summary, the after study model differed from the laboratory model in the following ways: it has more software features; the size of the organization is not considered in the queries; references have been placed in the software database; and organizational objectives are determined before using the query system. Appendices contain the laboratory induction table and expert system; a list of United Way agencies and the associated annual budget; a list of questionnaire features; interview questions; a review of fund-raising software and their features; records of the field structure of the software features database and software description database; and the expert system code and dialog. A list giving definitions of terms is also included. (Contains 13 references.) (LMI)

Curriculum-based measurement (CBM) is described as a method of helping teachers measure student performance accurately and adapt their instruction to improve student achievement. Curriculum-based measurement's features include measurement of student proficiency across the annual curriculum, and use of a standardized, prescriptive measurement methodology with demonstrated psychometric acceptability. Curriculum-based measurement is contrasted with the more predominant form of measurement known as mastery measurement. The use of CBM to develop effective instructional programs and to monitor and adjust goals is described. A study which evaluated the use of CBM with and without an expert consultation system in math operations is reported, with the finding that the instructional changes made by those teachers in the CBM group with expert consultation were superior in quality and variety to those made by the group without such consultation. Current research directions are also described, and a list of nine related readings is appended. (JDD)

The objective of the current research program was to develop a prototype knowledge acquisition tool that could enable the investigation of knowledge acquisition issues for instructional systems. Our approach to accomplishing this objective entailed the identification of the types of knowledge to be acquired, the evaluation of methods of acquiring such knowledge, the specification of appropriate interaction metaphors for the direct acquisition of knowledge from multiple human sources, and the iterative development of an Artificial Intelligence in Training (AIT) prototype that operationalized the findings of the first three tasks. The AIT prototype demonstrated critical characteristics of a knowledge acquisition environment designed to acquire multiple types of knowledge using a simulated domain environment in which multiple, animated views of knowledge are completely introspective and manipulatable. In addition, strategic knowledge construction was demonstrated based on observations of user actions. We described sample knowledge acquisition scenarios to characterize the functionality supported by the AIT prototype. The following areas for additional research were recommended: acquisition of instructional heuristics, dynamic construction of justification knowledge, use of higher level problem representations such as the goal-action hierarchy, and most importantly, the veridicality of the expertise captured using these methods. (Contains 34 figures, 3 tables, an appendix of instructions for software maintenance, and 26 references.) (Author)

This paper discusses issues related to the design of software tools that support learners in their participation in network-based learning activities. To guide the development and use of a new class of educationally-oriented network tools, this paper proposes a cognitively-based, distributed network learning framework (DNLF). This framework has three main aspects: (1) network mediators and the flow of information and knowledge; (2) networks and cognitive theories of learning; and (3) the human-network interface. As an example of an application of the DNLF, an ongoing research and development project is described that involves an electronic mail program called The Message Assistant is described. The Message Assistant is designed to promote higher order learning goals as a part of instructional activities conducted over distributed educational networks. In addition to the standard electronic mail features such as creating, sending, receiving, and reading messages, this program includes a user-defined incremental expert system and hypertextual linking functions to assist network users in their evaluation, organization, and distribution of network information and knowledge. Research using the DNLF can provide insights into important aspects of electronic educational networks and help guide the design of tools to better support learning in these rapidly evolving network environments. Six figures illustrate The Message Assistant screen displays. (Contains 14 references.) (Author/ALF)

The Knowledge Engineering for Young Scholars (KEYS) Program was a National Science Foundation (NSF) program conducted at Louisiana State University during 1989 and 1990. The program's goals were to increase 8th-12th grade students' exposure to science, acquaint them with university research, stimulate interest in science, and build their confidence to pursue science careers. To achieve this goal students were introduced to the concepts of artificial intelligence, expert systems, and knowledge-based systems. This document presents the evaluation report of the KEYS Program in six sections. The first section identifies the goal of the program. The second section provides information about the purpose of the program, a program description, student recruitment and selection criteria, program activities, career awareness activities, philosophy and ethics of science activities, follow-up activities, the project setting, a staff profile, and cost considerations. The third section describes the evaluation study of the program that included NSF pre- and post-participation survey forms, and interviews with KEYS program managers (n=2), faculty mentors (n=2), program teachers (n=2), counselors (n=2), and random samples of student participants (n=10), parents of KEYS student participants (n=6), and applicants who did not participate (n=10). The fourth section provides brief summaries of each groups' responses to specific interview questions, and results of the NSF surveys. The fifth section concludes that: (1) since the participants were already highly motivated and interested in science careers, little change in reported interest was evidenced; (2) student participants' self report on their confidence level for their first choice of a major in college was not reliable; and (3) students did report that they did work with university faculty, develop expert systems, and learned about careers in science. The sixth section presents recommendations concerning program length, effective activities, participant recruitment, participation fees, and program assessment techniques. An appendix provides sample abstracts of KEYS students' expert systems. (MDH)

In light of evidence indicating that referral itself often predicts student placement, an expert system was designed to assist educators to reduce bias in the process of referring students with suspected disabilities. A preliminary review of the literature looks at teacher perceptions as a predictor of handicapping conditions, referral bias, and placement as a measure of handicapping conditions. The Referral Consultant expert system asks a series of questions which quickly assess, first, whether the student is an obvious candidate for special education referral, and then, if not, the student's academic achievement and learning problems, possible handicapping conditions to account for the learning problems, other difficulties possibly accounting for the learning problems, and whether pre-referral interventions have been attempted. The output is a report describing its conclusions as to whether the student should be referred for special education assessment. The system was evaluated in 18 elementary schools. Implementation of the system had no statistically significant impact on the percentage of students referred for special education, or the ratio of students placed to students assessed. Additionally, variables predicting referral for special education assessment were not consistent. Another report detailing the Referral Consultant logic, questions, and output is attached. (21 references) (DB)