Adaptive Instructional Systems: The Evolution of Hybrid Cognitive Tools and Tutoring Systems

This paper begins with a discussion on framing technology as tools that facilitate a distributed cognition for problem solving and supporting discriminating minds. Specifically, Dewey’s advocacy of using technology as a learning tool to support the development of discriminating minds will serve as a framework for understanding the purpose and aim of this next generation of Adaptive Instructional Systems (AISs). This paper reviews the evolution of computer assisted instruction, distinguishing between the iterations of early computer cognitive tools to more effective intelligent tutoring systems, followed by next generation hybrid systems, or AISs, that are a unique blend of cognitive tools and intelligent tutoring. These AISs are the result of improved technological affordances combined with research in education to achieve meaningful learning and discriminate intelligence, an objective aligned with Dewey’s framework for using technology as a learning tool.

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