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ERIC Number: ED328220
Record Type: RIE
Publication Date: 1989-Aug
Pages: 40
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Interface Issues for Guided Discovery Learning Environments. CITE Report No. 85.
O'Malley, Claire
The nature of the learner-machine interaction is of central importance in the design of guided discovery learning environments. The interface to a learning environment is the only way in which a learner has access to the functionality of the system, and conversely, the interface in the only way in which the tutoring component of the system has access to the activities of the learner. Ideally, the interface system should be designed so that the system itself becomes the domain to be learned, rather than a representation of that domain. However, such a "direct manipulation interface" is practically impossible given the infinite number of ways that learners interact with the domain to be learned, with the symbols the interface uses to represent that domain (e.g., pictorial or iconic stimuli), and with the tasks necessary to manipulate those symbols within the interface. Similar complexities arise when determining how the learner is represented to the system, or the extent to which the interface provides a source of evidence for the tutoring system to make inferences about the learner. Such a learner-machine interface must take into account the learner's prior understanding, and the context in which the interaction takes place. (66 references) (DB)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Open Univ., Walton, Bletchley, Bucks (England). Inst. of Educational Technology.
Identifiers: N/A