Phase Ii Final Report On An Intelligent Tutoring System For Teaching Battlefield Command Reasoning Skills
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Intelligent Tutoring System for Teaching Battlefield Command Reasoning Skills
The research reported here aimed at the design of a Socratic Intelligent Tutoring System (ITS) for high-level battlefield command reasoning skills. The ultimate goal of this research is to develop new ITS techniques and technology for teaching skills that cannot he taught as simple methods and procedures to he followed. Achieving expert levels of proficiency in high-level command reasoning skills-whether for battlefield commanders or for executives in industry-requires extensive practice, coaching, and feedback. Learners must he given a chance to drill on detailed and situation-specific knowledge, as well as high-level thinking habits and skills applicable across diverse situations. We studied exemplary command reasoning mentoring by observing tutoring sessions centered on Tactical Decision Games (TDGs). We analyzed those sessions to produce a first draft general model of tutoring actions. We also built a limited proof-of-concept prototype that exhibited many of the key behaviors identified. Taken together, the conduct and products of our Phase I work, along with our proven strong team of collaborators, position us well to carry through on the ambitious work plan outlined here for Phase II.
Phase II Final Report on an Intelligent Tutoring System for Teaching Battlefield Command Reasoning Skills
This report documents Phase II efforts to develop a Socratic Intelligent Tutoring System (ITS) for Teaching Battlefield Command Reasoning Skills. The ultimate goal of this research program is to develop new ITS techniques and technology for teaching skills that cannot be taught as simple methods and procedures to be followed. Achieving expert levels of proficiency in professional-level reasoning skills-whether for battlefield commanders or for professionals in a wide range of other fields-requires extensive practice, coaching, and feedback. Students must be given a chance to drill on detailed and situation-specific knowledge, as well as high-level thinking habits and skills applicable across diverse situations. We studied exemplary coaching by observing tutoring sessions centered on Tactical Decision Games. We analyzed those sessions to identify behaviors that could be enacted and controlled by an automated Socratic tutor. We explored techniques and ultimately built an operational prototype exhibiting many of the key behaviors identified. We also built extensive tools to support authoring of the prototype's knowledge and behavior. This work has produced extensive data, analysis, and implementation, advancing our understanding of, and ability to model, professional-level Socratic tutoring.
Phase II Final Report on an Intelligent Tutoring System for Teaching Battlefield Command Reasoning Skills
This report documents Phase II efforts to develop a Socratic Intelligent Tutoring System (ITS) for Teaching Battlefield Command Reasoning Skills. The ultimate goal of this research program is to develop new ITS techniques and technology for teaching skills that cannot be taught as simple methods and procedures to be followed. Achieving expert levels of proficiency in professional-level reasoning skills-whether for battlefield commanders or for professionals in a wide range of other fields-requires extensive practice, coaching, and feedback. Students must be given a chance to drill on detailed and situation-specific knowledge, as well as high-level thinking habits and skills applicable across diverse situations. We studied exemplary coaching by observing tutoring sessions centered on Tactical Decision Games. We analyzed those sessions to identify behaviors that could be enacted and controlled by an automated Socratic tutor. We explored techniques and ultimately built an operational prototype exhibiting many of the key behaviors identified. We also built extensive tools to support authoring of the prototype's knowledge and behavior. This work has produced extensive data, analysis, and implementation, advancing our understanding of, and ability to model, professional-level Socratic tutoring.