Solving the Distance Learning Problem Through "Super-Teaching"

跨学科（99）远程学习正在普及。但是，这样的学习和传统的学习一样好吗？它与传统学习有何不同？有没有可能，强烈的互动课程（通过，例如，例如苏格拉底式教学法和动手机器人技术）可以成功地呈现在距离模式？这一重要问题仍然没有答案。原因之一是，关于这个主题的许多研究在某些特定方面存在缺陷--最近在《有什么区别？A Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education（Institute for Higher Education Policy for the American Federation of Teachers and the National Education Association，1999）.这个项目正在测试一个解决方案的可行性，（至少）两部分：（1）第一部分是利用四种先进的信息技术--“2D”虚拟现实、化身、人工代理和高带宽网络--通过实现我们所说的“超级教学”，“这使得远程教育具有优质课堂教育的久经考验的特色。“人的因素”在今天的远程教育中是不存在的（或者至少是严重减少）。超级教学致力于给远程学习带来与传统面对面教学相同的亲切感。(2)进行三个实验，每一个为三个课程（1。逻辑学导论; 2人工智能哲学; 3认知机器人学导论）。每个实验都是受控的，涵盖了每门课程的大部分内容。（科目是根据相关领域的能力和技能分配的，而PI正在检查后测试的表现和满意度（如调查所示）。虽然这三门课程共享一个知识基础（逻辑和计算），但它们在一些有前途的方面却有着根本的不同。第一门课程是一门大规模招生的课程，不重视学生和教师之间的面对面互动;这门课程旨在培养一种非常具体的技能：证明结构。第二门课程，人工智能哲学，是一门以苏格拉底方法为中心的传统哲学课程;这门课程可能是一门互动性最强的课程。本课程的重点是用清晰的英语进行令人信服的论证。第三门课程也是互动的，但方式不同：学生和教师围绕物理对象（传感器，效应器，逻辑控制器等）一起工作。其目的是要确定是否可以为第二和第三类交互性如此强的课程提供一流的远程学习。我们假设，我们的研究结果将表明超级教学几乎是有效的，因为激烈的互动面对面教学在我们的校园。解决方案的最后一部分将涉及推广超级教学并与美国的其他人分享，但这样做的计划将是未来全面发展努力的一部分。

Interdisciplinary (99) Distance learning is exploding in popularity. But is such learning "as good as" traditional learning? How, exactly, is it different than traditional learning? And is it possible that intensely interactive courses (via, e.g., such pedagogical techniques as the Socratic method and hands-on robotics) can be successfully rendered in the distance mode? There are still no answers to this important question. One reason is that much research on this subject has been flawed in certain specific ways -- ways recently summarized in "What's the Difference? A Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education (Institute for Higher Education Policy for the American Federation of Teachers and the National Education Association, 1999). This project is testing the feasibility of a solution that comes in (at least) two parts: (1) The first part is to harness a quartet of advanced information technologies -- "2D" virtual reality, avatars, artificial agents, and high-bandwidth networks -- to turn the tables on the problem by enabling what we call "super-teaching," which allows distance education to have the tried-and-true distinguishing features of quality classroom education. The "human factor" is absent in today's distance education (or at least severely minimized). Super-teaching is devoted to giving distance learning the same intimate feel as traditional face-to-face instruction. (2) Carry out three experiments, one for each of three courses (1. Introduction to Logic; 2 Philosophy of Artificial Intelligence; 3 Introduction to Cognitive Robotics). Each experiment is a controlled one covering a substantial part of each course. (Subjects are being assigned on the basis of aptitude and skill in the relevant domains, and the PIs are examining both performance on post-tests and satisfaction (as expressed in surveys).) While these three courses share an intellectual foundation (logic and computation), they are nonetheless fundamentally different in promising ways. The first course is a large-enrollment course that does not put a premium on face-to-face interaction between student and instructor; and the course seeks to cultivate a very specific skill: proof construction. The second course, Philosophy of AI, is a traditional philosophy course centered around the Socratic method; this course is perhaps as interactive as a course can get. The emphasis in this course is on cogent argumentation in clear English. The third course is also interactive, but in a different way: students and instructor work together around physical objects (sensors, effectors, logic controllers, etc.). The objective is to determine whether or not first-rate distance learning can take place for courses as intensely interactive as the second and third. We hypothesize that our results will show super-teaching to be nearly as effective as intensely interactive face-to-face instruction on our campus. The final part of the solution would involve generalizing and sharing super-teaching with others in the United States, but a plan for doing so would be part of a full scale development effort that lies in the future.