Abstract
AET R&D cannot avoid the question of the nature of knowledge which is at the core of both learning and teaching or training. The way this problem can be handled for the purpose of design and implementation of systems supporting human learning, the question of knowledge representations for the purpose of computational models as well as the question of the place of knowledge in person/machine interactions suggest that knowledge should be revisited in the light of the AET research programme. In this chapter I consider this question from the point of view of computational modeling and situated AET.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Balacheff, N. (1991) Contribution de la didactique et de l’épistémologie aux recherches en EIAO. In: Bellissant C. (ed.) Actes des XIII° Journées francophonessur l’informatique. Grenoble-Genève. 9–38. Grenoble: IMAG
Balacheff, N. (1993) La transposition informatique. Note sur un nouveau problem pour la didactique. In: Artigue, M., Gras, R., Laborde, C., Tavignot, P. (eds.) 20 ans de didactique des mathématiques en France. Grenoble: La Pensée Sauvage
Balacheff, N., Sutherland, R. (1994) Epistemological domain of validity of micro worlds, the case of Logo and Cabri-géomètre. In: Lewis, R., Mendelshon, P. (eds.) Lessons from learning. Proceedings of the IFIP WG3 working group A46, 137–150. Amsterdam: North-Holland/Elsevier
Bourdieu, P. (1980) Le sens pratique. Paris: Editions de Minuit
Bresenham, J. E. (1988). Anomalies in incremental line rastering. In F40
Brousseau, G. (1972). Processus de mathématisation. In: La Mathématique à l’école élémentaire. 428–442. Paris: Association des Professeurs de Mathématiques de l’Enseignement Public
Brousseau, G. (1986). Fondements et méthodes de la didactique des mathématiques. Recherches en didactique des mathématiques 7(2) 33–116
Chevallard, Y. (1985). La transposition didactique. (Nouvelle édition revue et augmentée, 1991). Grenoble: Editions La Pensée Sauvage
Clancey, W.J. (1993) Guidon-Manage revisited: A socio-technical system approach. Journal of Artificial Intelligence in Education 4(1) 5–34
Dijkstra, S., Krammer, H.P.M., van Merriënboer, J.J.G. (eds.) (1992) Instructional models in computer-based learning environments. F104
Elsom-Cook, M. (1990) Guided discovery tutoring. Chapman, London
Hoyles, C. (1993) Microworlds/Schoolworlds: The transformation of an innovation. In F121
Laborde, C. (1992) Solving problems in computer based geometry environments: the influence of the features of the software. Zentrablatt für Didactik des Mathematik, 92(4) 128–135
Laborde, J.-M. (1986) Proposition d’un Cabri-géomètre, incluant la notion de figures manipulables. Sujet d’année spéciale ENSIMAG
Laborde, J.-M. (1993) Intelligent microworlds and learning environments. In F117
Lave, J. (1988) Cognition in practice. Cambridge, UK: Cambridge University Press
Lesgold, A., Katz, S., Greenberg, L., Hughes, E., Egan, G. (1992) Extensions of intelligent tutoring paradigms to support collaborative learning. In F104
McCalla, G. (1988) Intelligent tutoring systems: Navigating the rocky road to success. InF96
McCalla, G. (1992) The central importance of student modelling to intelligent tutoring. In F91
Miller, J.R. (1988) The role of human-computer interaction in intelligent tutoring systems. In: Poison, M.C., Richardson, J.J. (eds.) Foundations of intelligent tutoring systems, 143–189. Hillsdale, NJ: Lawrence Erlbaum Associates
Nicaud, J.-F. (1992). A general model of algebraic problem solving for the design of interactive learning environments. In F89
Ohlsson, S. (1988) Towards intelligent tutoring systems that teach knowledge rather than skills: Five research questions. In F96
Popper, K. (1979) Objective knowledge. Oxford, UK: Oxford University Press
Self, J. (1990) Theoretical foundations for intelligent tutoring systems. Journal of Artificial Intelligence in Education 1(4) 3–14
Self, J. (1992) Computational mathetics: The missing link in intelligent tutoring systems research? In F91
Sleeman, D.H. (1982). Inferring (mal) rules from pupils’ protocols. Proceedings of the European Conference on Artificial Intelligence 160–164. Paris: université d’Orsay
Smith, R. B. (1988) A prototype futuristic technology for distance education. In F96
Teodoro, E.D. (1992) Direct manipulation on physical models in computerized exploratory laboratory. In F84
Tiberghien, A. (1992) Analysis of interfaces from the points of view of epistemology and didactics. In F86
Verdejo, F.M. (1992) A framework for instructional planning and discourse modeling in intelligent tutorial systems. In F91
Vergnaud, G. (1992) Conceptual fields, problem-solving and intelligent computer tools. In F84
Vivet, M. (1992) Uses of ITS, which role for the teacher? In F91
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1996 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Balacheff, N. (1996). Advanced Educational Technology: Knowledge Revisited. In: Liao, T.T. (eds) Advanced Educational Technology: Research Issues and Future Potential. NATO ASI Series, vol 145. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-60968-8_1
Download citation
DOI: https://doi.org/10.1007/978-3-642-60968-8_1
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-64634-8
Online ISBN: 978-3-642-60968-8
eBook Packages: Springer Book Archive