Tutoring

One side is prepared to teach knowledge/skills that the other side wants to learn. This is a common goal, but the sides contribute in different ways to it's accomplishment. In particular, teacher does not reveal all information/knowledge. Didactic teaching approach: passive learning through exposure to information, teacher provides solutions to problems and explanations. Socratic teaching approach: active learning through exploration and finding out, teachers guides student towards solutions by suitable hints and by eliciting student's explanations. What degree of detail? When to adapt and when not? Which solutions are acceptable? Why? How to evoke instead of inform, when/how to reveal information/solution?

• The Edinburgh Tutorial Dialogue Group http://www.cogsci.ed.ac.uk/~jmoore/tutoring/ has been developing a system for tutoring basic electronics (BEETLE); ISU-based dialogue management, 3 layers of planning [Zinn
  2#2
  2002], investigations of the role of initiative in tutorial dialogues [Rosé
  2#2
  2001,Core
  2#2
  2000b,Core
  2#2
  2000a,Core
  2#2
  2001,Core
  2#2
  2003];

• Collaborative tutoring of procedural tasks using COLLAGEN http://www.merl.com/projects/collagen/ [Rickel
  2#2
  2002]

• The PACT Geometry Tutor (Koedinger et al.): combination of deep (abduction) and shallow analysis; ``knowledge construction dialogues''

• AutoTutor http://www.autotutor.org/ (Graesser et al.): LSA analysis of input -robust, but not sensitive to detail; dialogue model is a transition network with access to topic scripts; trying to mimic behaviour of unaccomplished tutors; current domain: newtonian physics

• ``Automated Tutoring Dialogues for Training in Shipboard Damage Control'' by John Fry, Matt Ginzton, Stanley Peters, Brady Clark and Heather Pon-Barry (SigDial 2001); FST dialogue-flow control

Reading: [Rosé
2#2
2001,Core
2#2
2000b]; [Rickel
2#2
2002]