By Robert M. Aiken (auth.), Vladimir Mařík, Olga à těpánková, Zdeněk Zdráhal (eds.)

This quantity provides the written types of talks introduced on the symposium "The introduction of AI in greater schooling" held in Prague, Czechoslovakia, October 23-25, 1989. Contributions overview the present influence of AI at the academic strategy, stressing the issues and wishes of universities. specific platforms, tasks and methodologies are de scribed with the purpose of accumulating and generalizing the adventure bought. the most recent advancements turn out that AI bargains fascinating equipment which may be used with luck throughout a much broader diversity within the area of schooling. the character and spirit of AI types a brand new phenomenon which necessitates reconsidering the entire academic strategy. Papers during this quantity describe refined tutoring platforms in addition to feedback for brand spanking new curricula.

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Additional resources for Artificial Intelligence in Higher Education: CEPES-UNESCO International Symposium Prague, CSFR, October 23–25, 1989 Proceedings

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As already mentioned, the programming in PROLOG is taught on examples and problems from the sphere of AI. On the other hand the new acquired knowledge from the sphere of the AI is used as the starting point of explaining the principles of the function of the PROLOG system. e. that it yields not only a programming tool, but ilmnediately an effective operating method. There are two reasons why the teaching remains oriented to the standard version of PROLOG. First, the enlargements of popular implementations have a markedly procedural character, thus interfering with the declarative principles of PROLOG.

2a of a concept tion~ explanation~ and by a task frame consists student possible its interface~ Domain ). Every section The language model we have to use all capaci- frame figures includes diagnosis a concepts" the formal representa- materials ) and ( defini- links a concept Tasks Description methods. Every task which and net- of a set of The concepts tasks consists learning ). It has a c o m p l e x i t y of a set of domain~ knowledge describes and m e l o d y domain. 2b on the ETS conceptual tuto- To sup- programming of six sections: gives a set of tasks and solution spectrum of the scenario.

29 In the case of the ES's the instruction starts with simple systems, making use of PROLOG in the process of inference and of its debugging tools for explanation. The consistent and intelligible form of the representa- tion of singular ES components (knowledge base, inference and explanation mechanisms, metaknowledge, processing of natural language) in PROLOG is demonstrated. As already mentioned, the programming in PROLOG is taught on examples and problems from the sphere of AI. On the other hand the new acquired knowledge from the sphere of the AI is used as the starting point of explaining the principles of the function of the PROLOG system.

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