Methodologies for Tutoring in Procedural Domains

Abstract

There are more and more computer-based training and tutoring systems each year. In this panel, we will consider device or procedure-oriented instruction such as how to operate a piece of equipment, as opposed to conceptually-oriented instruction such as pure mathematics. We will be identifying what methodologies exist for developing tutors in these domains, what authoring systems and environments seem to support procedural tasks, and what commonalities exist between procedural tutors. For example, evaluating procedural tasks is often very different from evaluating conceptual knowledge. In many cases, procedural performance may have extreme consequences that should be taken into account during the training situation. Teaching someone how to do something certainly requires a different set of interface requirements than those required to teach the conceptual aspects of a domain. Also, we expect that there are parallel questions and issues in the difference between “education” in the traditional sense and “training” with hands-on applications. We will address the following questions: How is device training distinct from other types of training? What is common about device trainers? Are device trainers really useful - how do they get fielded successfully? How does CBT/ITS training compare to on-the-job or full simulation training? Each person on the panel will speak and there will be questions posed to the panel.