%0 Journal Article %1 Mavrikis2010641 %A Mavrikis, Manolis %A Gutierrez-Santos, Sergio %D 2010 %J Computers & Education %K Collaboration PCM Persistent dbr design education framework methodology needread participatory patterns theory %N 3 %P 641 - 651 %R DOI: 10.1016/j.compedu.2009.08.033 %T Not all wizards are from Oz: Iterative design of intelligent learning environments by communication capacity tapering %U http://www.sciencedirect.com/science/article/B6VCJ-4XP8T43-1/2/882aab4853bf9c3e1ae2c33fb36b7e8e %V 54 %X This paper presents a methodology for the design of intelligent learning environments. We recognise that in the educational technology field, theory development and system-design should be integrated and rely on an iterative process that addresses: (a) the difficulty to elicit precise, concise, and operationalised knowledge from `experts' and (b) the crucial differences between the communication modalities that experts can relate to, and those that are available to a computer-based system. Inspired by the well-known wizard-of-Oz methodology we discuss the need for characterising and carefully controlling the range of its possible variations. We refer to our approach as `tapering' of the communication capacity of carefully engineered didactical situations and present its application, and a case study from our work with an exploratory environment. We then discuss the generality of the methodology and pragmatic constraints which can be useful in similar research.

@article{Mavrikis2010641, abstract = {This paper presents a methodology for the design of intelligent learning environments. We recognise that in the educational technology field, theory development and system-design should be integrated and rely on an iterative process that addresses: (a) the difficulty to elicit precise, concise, and operationalised knowledge from [`]experts' and (b) the crucial differences between the communication modalities that experts can relate to, and those that are available to a computer-based system. Inspired by the well-known wizard-of-Oz methodology we discuss the need for characterising and carefully controlling the range of its possible variations. We refer to our approach as [`]tapering' of the communication capacity of carefully engineered didactical situations and present its application, and a case study from our work with an exploratory environment. We then discuss the generality of the methodology and pragmatic constraints which can be useful in similar research.}, added-at = {2010-09-22T16:10:14.000+0200}, author = {Mavrikis, Manolis and Gutierrez-Santos, Sergio}, biburl = {https://www.bibsonomy.org/bibtex/2c853743f8ddaf85eae9808bdc6905c2c/yish}, doi = {DOI: 10.1016/j.compedu.2009.08.033}, interhash = {533e090b3e014f5da2ed5c28cc39e1c6}, intrahash = {c853743f8ddaf85eae9808bdc6905c2c}, issn = {0360-1315}, journal = {Computers & Education}, keywords = {Collaboration PCM Persistent dbr design education framework methodology needread participatory patterns theory}, note = {Learning in Digital Worlds: Selected Contributions from the CAL 09 Conference}, number = 3, pages = {641 - 651}, timestamp = {2010-09-22T16:11:00.000+0200}, title = {Not all wizards are from Oz: Iterative design of intelligent learning environments by communication capacity tapering}, url = {http://www.sciencedirect.com/science/article/B6VCJ-4XP8T43-1/2/882aab4853bf9c3e1ae2c33fb36b7e8e}, volume = 54, year = 2010 }