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1、ITSandILEsareoftendiscussedasiftheyweretheyweretheonlytwodistinctapproachestodevelopingknowledge-basedsystemsforeducation.Onthesurface,thispaper--discussingfirstITSthenILEs--perpetuatesthatimage.However,onamorecarefulreading,itshouldbeapparentthatafie
2、ldwhichbeganwithtworelativelyclearlyopposingpositionshasnowbeguntofractureintoamultitudeofrelatedsystemsandapproaches.Insteadoftwopointsofviewontheapplicationofartificialintelligencetoeducation,itismoreaccuratetodaytoseethefieldasacontinuum,withomnisc
3、ient,tutor-controlledITSononeend,andcompletelystudent-controlledILEsontheother.Thecontinuumrepresentsavarietyofdifferentwaysofdealingwiththeproblemsandweaknessesofthetwoopposingapproaches,outlinedintheprevioussections.Ingeneral,theweaknessesofoneappro
4、achcanoftenbecreativelyconfrontedbyborrowingsomeofthestrengthsfromtheoppositeextreme,ineffectcreatingarangeofsystems.Suchsystemsmayblendvariouskindsoftutor-andstudent-controlledactivities.Consequentlytheyarebeginningtoresembleoneanotherinstructureandd
5、esign,althoughtheyoftenclaimdistinctconceptuallineages--forexample"constructionist"versus"instructionist"theoreticalfoundations--associatedwiththeextremeendpoints(PapertandHarel,1991).AttheITSendofthecontinuum,onemajorproblemisthatathoroughgoingintell
6、igenttutormustbehighlyknowledgeableaboutthesubjectittutors.Foreveryproblemitposestothestudent,oreveryrequestforinformationandhelpfromthestudent,thesystemisexpectedtoknowthe"right"answer.ThisdemandforomnisciencelimitsITStotutoringsubjectsforwhichwehave
7、relativelycompletecognitivetaskanalyses,includingnotonlyanunderstandingofthecompetenceofthe"ideal"student,butalsothemisunderstandingsofthenovice.However,therearefewinterestingsubjects,fromaneducationalperspective,forwhichsuchcompletetaskanalysesareava
8、ilable.Indeed,aswehavesuggested,subjectsforwhichsuchanalysesarepossiblemaybecomeuninterestingtoteachsimplybecausetheyhavebeenfullyanalyzedandhencecanbecompletelydelegatedtomachines.Inresponsetothisdilemma,manyresearchershavebeguntoconsiderways
