Authoring by Whom? Two Perspectives on ITS Authoring Tools

1. Authoring by Whom? Two Perspectives on ITS Authoring Tools Wayne Zachary, Ph.D. , Thomas Santarelli, Jennifer Engimann, CHI Systems, Inc. Xiangen Hu, Ph.D., University of Memphis

2. Background and History • ITS authoring has long been constrained by technology and content issues • Technology • Underlying theories/models of learning and tutoring • Specific technologies developed to meet theory and opportunistically applied to support theory • Content • Role/job of the author • Teacher? Trainer? SME? ITS wonk? • Nature of content being authored • Learner? Boundaries of content? Level of learning?

3. Built Like a Brick (not in a good way) Monitors and understands the problem (context) Interprets and predicts learner actions Diagnoses and models learner knowledge and skills Identifies and plans out tutoring opportunities Plans future problems Problem Environment Observes trainee Actions in problem environment Virtual Tutor Delivers feedback and tutoring Records and Retrieves Performance and Knowledge assessments Individual Training History Database

4. What Does the ITS Author Need to Know? • Tool knowledge • Specific interfaces, mechanisms of authoring • Theory knowledge • Elements of tutoring/learning/diagnosis theory underlying the tools • Representation knowledge • How content elements are represented in the tools (based on the theory) • Plus all the job/domain/task/environment knowledge • That the learner must gain • That is needed to author the virtual environment in which instruction, practice, and tutoring take place

5. Authoring by Whom? • Today, most ITS authors are geeks and wonks • Education/training are fields independent of technology • Established organizational structures and processes for creating and delivering instruction • Millions of practitioners, both professional and para-professional • Commonly accepted domain-independent theory, methods and techniques to develop and deliver instruction • For both general-purpose and specific content needs • Often mandated by learning/training organizations • THESE should be our targeted authors • Instructional-objectives and objective-driven methods are at the heart of what these targeted authors actually know

6. Virtual Env’m’t (VE) characteristics, principles, metaphors Instructional Seq Logic (among Sub Objs) Subordinate Objectives (SOs) . . . SO1 SOn SO2 Enabling Objectives (EOs) SO1 Didactic Instruction SO1 Measures of Performance (MOPs) . . . EOj EO2 EO1 examples presentation (self)reflection discussion topics etc. Qualitative or quantitative statements of how learner’s behavior will be combined across the EOs to measure performance on this SO EO1 Instr. Seq Logic EO1 Scaf- folding MOP in virtuo EO1 Ass- essment Rules or other logic spec. for sequencing scenarios vs remed’n w/in EO1 how learner’s behavior will be measured in the VE against this EO Scoring coaching feedback AAR replays other Create the Curriculum Master Learning Objectives targeted level of expertise ...

7. The Realities of Today • Targeted users can not realistically use current ITS authoring tools • Just don’t “speak their language” • ITSs still too brick-like • Integrated architectures good for research but don’t work for the match-the-tool-to-the-instructional-need requirements of the professional trainer/educator • One size does not fit all • No easy way to author from an objective-based framework, plugging in different tutoring features, games/simulations, assessment methods, as needed for the problem at hand 

8. Two Authoring Approaches • VECTOR (Virtual Environment Cultural Training for Operational Readiness) • ISD-based objective-driven curriculum authoring • Virtual environment based on an integrated game engine • Limited set of tutoring capabilities, focused on interpersonal behavior learning • GAMETE (Game-based Architecture for Mentor-Enhanced Training Environments) • Interoperability middleware • Built on top of GIFT (Generalized Intelligent Framework for Tutoring) • Provide flexible bridge between tutoring engine and game/simulation environment

9. VECTOR Instructional & Authoring Organization

10. Building an Objective Hierarchy and Related Content • (play Video segment 1. )

11. Objective-based Problem/lesson Authoring • Play video segment 2.

12. Assembling a VE for a Problem/Scenario • Play video segment 3.

13. Building Problem Dynamics and Linking them to the Objective Hierarchy • Play video segment 4

14. GAMETE Concept GIFT Author

15. Threading GIFT, GAMETE, & AutoTutor Lite • Play video segment 5.

16. Building and Saving Tutoring Interactions as Sharable Knowledge Objects (SKOs) • Play video segment 6.

17. Adding Tutoring Functions to an Existing Game • Play video segment 7.

18. An Integrated Process Create the Objective Hierarchy Define Instructional Content Establish Performance & Assessment Measures Define Scenario(s) Define tutoring interactions & Instructional presentation Specify/ build the Virtual Environment (VE) Integrate and deliver … that can (should) be de-brick-ified

19. Authoring is Architectural!! • Architectural Vision • Authoring tools fully separate from ITS engines and game/sim environment • Tools and engines invoked as web services through middleware platforms • All able to integrate through/with an objective hierarchy and lesson structure • Target professional teacher/trainer as authors • Author instruction from objectives hierarchy downward • Flow to requirements and specifications for virtual environment • Author tutoring interactions using tools linked to objective structure • Using the tutor and game/sim engines that are best for the instructional need

20. Take away points • De-brick-ificate! • Unify authoring around instructional design/educational concepts and practices! • Take it to the cloud!

21. Questions? Discussion?

22. Thank you!!!!