Heather K. Holden

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An emphasis on self-regulated learning in the military community (U.S. Army Training & Doctrine Command, 2011) has highlighted a need for point-of-need training in environments where human tutors are either unavailable or impractical. Computer-Based Tutoring Systems (CBTS) have been shown to be as effective as expert human tutors (VanLehn, 2011) in(More)
Scenario-based training exemplifies the learning-by-doing approach to human performance improvement. In this paper, we enumerate the advantages of incorporating automated scenario generation technologies into the traditional scenario development pipeline. An automated scenario generator is a system that creates training scenarios from scratch, augmenting(More)
Intelligent Tutoring Systems (ITS) have been shown to be effective tools for one-to-one tutoring in a variety of well-defined domains (e.g., mathematics, physics) and offer distinct advantages over traditional classroom teaching/training. In examining the barriers to the widespread use of ITS, the time and cost for designing and author-ing ITS have been(More)
In this paper, I bring out the contrasts between two different approaches to student learning: that of computational learning scientists and socio-cultural anthropologists, and suggest some implications and directions for learning research in MOOCs. Computational learning scientists see learning as a matter of imbibing particular knowledge propositions, and(More)
Intelligent Tutoring Systems (ITS) have been shown to be effective tools for one-to-one tutoring in a variety of well-defined domains (e.g., mathematics, physics) and offer distinct advantages over traditional classroom teaching/training. In examining the barriers to the widespread use of ITS, the time and cost for designing and author-ing ITS have been(More)
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