Title: Like pedagogical design, educational system design can benefit from a framework-oriented approach
Authors: Ruddy Lelouche, Tho Toan Ly
Addresses: LIRMM, CNRS, Montpellier II University, 161 rue Ada, 34392 Montpellier Cedex 5, France. ' Department of Computer Science and Software Engineering, Laval University, Que. G1K 7P4, Canada
Abstract: Instructional designers and teachers, at all levels of education and training, try to put in common, to share and to reuse the practices affecting their pedagogical design and expertise. However, the instructional environment, and in particular the design and development of educational systems, can benefit from similar knowledge sharing, especially because of the difficulty, length and cost of this development process. In this paper, we aim to show how building educational systems can be more effective and beneficial using a framework-oriented approach. To do so, we describe different levels of abstraction in the design and the development of an Intelligent Tutoring System (ITS). We first recall what an ITS is, showing its advantages and drawbacks, and identifying different knowledge types. To tackle the limitations of the ITS construction, we then propose to build a framework, including guidelines and tools to ease its development. We finally show that a collaborative framework-oriented approach is indeed feasible, describing how to build such a framework. We thus try to promote reusability and extensibility in many aspects of the design and development of ITSs.
Keywords: architecture; collaborative design; framework; intelligent tutoring systems; ITS; knowledge components; knowledge type; problem solving; reusability; educational system design; pedagogical design; knowledge sharing; extensibility.
International Journal of Continuing Engineering Education and Life-Long Learning, 2008 Vol.18 No.3, pp.323 - 337
Available online: 19 Jun 2008 *Full-text access for editors Access for subscribers Purchase this article Comment on this article