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The Human Tutorial Dialogue Project : Issues in the Design of Instructional Systems
Language: English
Published by Taylor & Francis Group, 1993
ISBN 10: 0805810722 ISBN 13: 9780805810721
Condition: Very Good. Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.
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The Human Tutorial Dialogue Project: Issues in the Design of instructional Systems (Computers, Cognition, and Work Series)
Seller: Webster's Bookstore Cafe, Inc., State College, PA, U.S.A.
Seller rating 5 out of 5 stars
Paperback. Condition: Very Good.
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Human Tutorial Dialogue Project
Language: English
Published by Taylor & Francis Group, 2020
ISBN 10: 0805810722 ISBN 13: 9780805810721
Condition: New. pp. 144 1st Edition.
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The Human Tutorial Dialogue Project: Issues in the Design of instructional Systems
Language: English
Published by Taylor & Francis Inc, 2020
ISBN 10: 0805810722 ISBN 13: 9780805810721
Seller: THE SAINT BOOKSTORE, Southport, United Kingdom
Seller rating 5 out of 5 stars
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Human Tutorial Dialogue Project : Issues in the Design of Instructional Systems
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
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Human Tutorial Dialogue Project
Language: English
Published by Taylor & Francis Group, 2020
ISBN 10: 0805810722 ISBN 13: 9780805810721
Condition: New. pp. 144.
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The Human Tutorial Dialogue Project: Issues in the Design of instructional Systems (Computers, Cognition, and Work Series)
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
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The Human Tutorial Dialogue Project: Issues in the Design of instructional Systems (Communication Textbook)
Language: English
Published by CRC Press 1993-09-01, 1993
ISBN 10: 0805810722 ISBN 13: 9780805810721
US$ 83.30
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The Human Tutorial Dialogue Project: Issues in the Design of instructional Systems (Computers, Cognition, and Work Series)
Language: English
Published by Lawrence Erlbaum Assoc Inc, 1993
ISBN 10: 0805810722 ISBN 13: 9780805810721
US$ 109.72
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Add to basketPaperback. Condition: Brand New. 1st edition. 144 pages. 9.25x6.25x0.50 inches. In Stock.
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Human Tutorial Dialogue Project : Issues in the Design of Instructional Systems
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
US$ 124.27
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Human Tutorial Dialogue Project
Language: English
Published by Taylor & Francis Group, 2020
ISBN 10: 0805810722 ISBN 13: 9780805810721
Condition: New. pp. 144 This item is printed on demand.
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PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
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The Human Tutorial Dialogue Project
Seller: PBShop.store UK, Fairford, GLOS, United Kingdom
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Barbara A. FoxThis volume s goal is to begin to document the dialogue processes in naturally-occurring human tutoring, in the context of informing the design of intelligent tutoring systems, and of interactive systems in general. This project rep.
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This volume's goal is to begin to document the dialogue processes in naturally-occurring human tutoring, in the context of informing the design of intelligent tutoring systems, and of interactive systems in general. This project represents the first empirical study of human tutorial dialogue from a conversation analytic perspective -- the conversational interaction is the focus of analysis rather than larger scale techniques for teaching. It is also the first study of tutoring to make use of large quantities of carefully transcribed tutoring conversations/dialogues.The motivation for this focus comes from two sources: First, although all tutoring systems have implicit theory or theories of minute-level interaction built into them, little research has been done to form an empirical foundation for such theories. Therefore, current systems tend to be based on the designers' intuitions rather than on data. This fact almost certainly makes systems unnecessarily brittle in actual use. Second, of the small but growing collection of empirical studies of tutoring, almost all have been designed and carried out by computer scientists, whose training naturally leads them to be concerned with interaction at the level of knowledge transfer and teaching techniques. Fox's training as a linguist brings attention to the minute-by-minute details of the interaction, in particular to the processes that bring the interaction into existence and allow it to develop relatively smoothly.
