Evaluation of educational systems is a difficult an d often subjectiveprocess.Moreandmorecomputerized educational systems are being proposed, many find t heir ways into the classrooms and already are forming ne w generations of pupils. However, it is risky to leav e the actual validation of these new systems to a trial-a nd-error technique, especially when the involved target are humans. We pro...

In this chapter, we deal with knowledge representation in intelligent educational systems (IESs). We make an effort to define requirements for knowledge representation (KR) in an IES. The requirements concern all stages of an IES’s life cycle (construction, operation and maintenance), all types of users (experts, engineers, learners) and all its modules (domain knowledge, user model, pedagogica...

In intelligent educational systems, assessment of what the learner is doing is a prerequisite for proper, knowledgeable guidance of the educational process. We propose to use existing techniques from the field of modelbased reasoning for this purpose. This paper describes how a modified version of GDF can be exploited in diagnosing a learner’s problem solving behaviour. The problem solving task...

A new VLSI design center VDEC spearheaded by Tokyo University and supported by the Japanese Government is about to alter the course of the microlectronic systems design education at Japanese Universities. The industrial support for microelectronic education and how a new and innovative Japanese University specializing in Computer Science and Computer Engineering uses projects in its curriculum ...