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A goal-based scenario framework for ...

Foster, David Allen.

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A goal-based scenario framework for teaching analysis skills in realistic contexts.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A goal-based scenario framework for teaching analysis skills in realistic contexts./
作者:	Foster, David Allen.
面頁冊數:	303 p.
附註:	Adviser: Christopher Riesbeck.
Contained By:	Dissertation Abstracts International57-06A.
標題:	Education, Business. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9632688

A goal-based scenario framework for teaching analysis skills in realistic contexts.
Foster, David Allen.

A goal-based scenario framework for teaching analysis skills in realistic contexts. - 303 p.

Adviser: Christopher Riesbeck.

Thesis (Ph.D.)--Northwestern University, 1996.

Also included is a set of software tools designed to increase development productivity. These tools enable domain experts lacking programming skills to create new cases using the same basic architecture as FRA.Subjects--Topical Terms:

1017515
Education, Business.

A goal-based scenario framework for teaching analysis skills in realistic contexts.
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300 $a 303 p.
500 $a Adviser: Christopher Riesbeck.
500 $a Source: Dissertation Abstracts International, Volume: 57-06, Section: A, page: 2447.
502 $a Thesis (Ph.D.)--Northwestern University, 1996.
520 $a Also included is a set of software tools designed to increase development productivity. These tools enable domain experts lacking programming skills to create new cases using the same basic architecture as FRA.
520 $a Advances in computer software technologies have enhanced the feasibility of developing educational software with a learning-by-doing orientation. A variety of different types of tasks can now be more effectively taught by creating realistic scenarios and guiding students' problem-solving activities in those scenarios. This dissertation presents an architecture that addresses the difficulties involved in teaching realistic "analysis" tasks. This architecture is based on a general model called a goal-based scenario.
520 $a Realistic analysis tasks generally have intrinsic characteristics that make them difficult to teach with educational software. Students' cognitive activities are difficult to observe, which makes it difficult for a tutor to provide timely, relevant advice and feedback. Moreover, in a realistic analysis task there may be a variety of acceptable solutions; second-guessing the student's thoughts and intentions may thus be more error-prone.
520 $a I propose a design solution to these problems which consists of several components. The solution includes a specially-devised report that students use to indicate their conclusions as they perform their analyses. The report reifies key analysis issues in a structured way and exposes clues about the student's cognitive activities. The solution also includes a set of coaching rules that associate different states of the report and the overall interaction with advice that is appropriate to the context, thus providing the student with timely, relevant advice. Finally, it provides a demonstration of an expert's solution that students may compare and contrast with their own analyses. This bypasses the problem of reverse engineering the student's solution, and avoids conveying the impression that only one solution is correct.
520 $a I describe a system called Financial Report Analyst (FRA), which uses this architecture to teach analysis skills in a business administration domain. In FRA, the student plays the role of a loan officer at a bank and must make a commercial lending decision by analyzing a company's financial statements.
590 $a School code: 0163.
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