1985 development environment is hardly usable: error messages still address |
1985 development environment is hardly usable: error messages still address |
1986 the developer of the prototype's interpreter rather than the |
1986 the developer of the prototype's interpreter rather than the |
1987 application programmer, implementation of the many settings for the |
1987 application programmer, implementation of the many settings for the |
1988 Lucas-Interpreter is cumbersome. |
1988 Lucas-Interpreter is cumbersome. |
1989 |
1989 |
1990 \subsection{Conclusions and Expectations to the Future} |
1990 \subsection{Conclusions for Future Development} |
1991 From the above mentioned experiences a successful proof of concept can be concluded: |
1991 From the above mentioned experiences a successful proof of concept can be concluded: |
1992 programming arbitrary problems from engineering sciences is possible, |
1992 programming arbitrary problems from engineering sciences is possible, |
1993 in principle even in the prototype. Furthermore the experiences allow |
1993 in principle even in the prototype. Furthermore the experiences allow |
1994 to conclude detailed requirements for further development: |
1994 to conclude detailed requirements for further development: |
1995 \begin{enumerate} |
1995 \begin{enumerate} |
2080 \paragraph{Development differentiates into tasks} more separated than |
2080 \paragraph{Development differentiates into tasks} more separated than |
2081 without Lucas-Interpretation and more challenginging in specific |
2081 without Lucas-Interpretation and more challenginging in specific |
2082 expertise. These are the kinds of experts expected to cooperate in |
2082 expertise. These are the kinds of experts expected to cooperate in |
2083 development of |
2083 development of |
2084 \begin{itemize} |
2084 \begin{itemize} |
2085 \item ``Domain engineers'', who accomplish fairly novel tasks described |
2085 \item ``Domain engineers'', who accomplish fairly novel tasks |
2086 in this paper. |
2086 described in this paper. |
2087 \item Course designers, who provide the instructional design according |
2087 \item Course designers, who provide the instructional design according |
2088 to curricula, together with usability experts and media designers, are |
2088 to curricula, together with usability experts and media designers, are |
2089 indispensable in production of e-learning media at the state-of-the |
2089 indispensable in production of e-learning media at the state-of-the |
2090 art. |
2090 art. |
2091 \item ``Dialog designers'', whose part of development is clearly |
2091 \item ``Dialog designers'', whose part of development is clearly |
2092 separated from the part of domain engineers as a consequence of Lucas-Interpretation: TP-based programs are functional, as mentioned, and are only concerned with describing mathematics --- and not at all interaction, psychology, learning theory and the like, because there are no in/output statements. Dialog designers can expect a high-level rule-based language~\cite{gdaroczy-EP-13} for describing their part. |
2092 separated from the part of domain engineers as a consequence of |
|
2093 Lucas-Interpretation: TP-based programs are functional, as mentioned, |
|
2094 and are only concerned with describing mathematics --- and not at all |
|
2095 concerned with interaction, psychology, learning theory and the like, |
|
2096 because there are no in/output statements. Dialog designers can expect |
|
2097 a high-level rule-based language~\cite{gdaroczy-EP-13} for describing |
|
2098 their part. |
2093 \end{itemize} |
2099 \end{itemize} |
2094 |
2100 |
2095 % response-to-referees: |
2101 % response-to-referees: |
2096 % (2.1) details of novel technology in order to estimate the impact |
2102 % (2.1) details of novel technology in order to estimate the impact |
2097 % (2.2) which kinds of expertise are required for production of e-learning media (instructional design, math authoring, dialog authoring, media design) |
2103 % (2.2) which kinds of expertise are required for production of e-learning media (instructional design, math authoring, dialog authoring, media design) |
2099 % (2.4) estimation of break-even points for development of next-step-guidance |
2105 % (2.4) estimation of break-even points for development of next-step-guidance |
2100 % (2.5) usability of ISAC prototype at the present state |
2106 % (2.5) usability of ISAC prototype at the present state |
2101 % |
2107 % |
2102 % The points (1.*) seem to be well covered in the paper, the points (2.*) are not. So I decided to address the points (2.*) in a separate section §5.1."". |
2108 % The points (1.*) seem to be well covered in the paper, the points (2.*) are not. So I decided to address the points (2.*) in a separate section §5.1."". |
2103 |
2109 |
2104 For this decade there seems to be a window of opportunity opening from |
2110 \bigskip\noindent For this decade there seems to be a window of opportunity opening from |
2105 one side inreasing demand for formal domain engineering and from the |
2111 one side inreasing demand for formal domain engineering and from the |
2106 other side from TP more and more gaining industrial relevance. Within |
2112 other side from TP more and more gaining industrial relevance. Within |
2107 this window, development of TP-based educational software can take |
2113 this window, development of TP-based educational software can take |
2108 benefit from the fact, that the TPs leading in Europe, Coq and |
2114 benefit from the fact, that the TPs leading in Europe, Coq and |
2109 Isabelle are still open source together with the major part of |
2115 Isabelle are still open source together with the major part of |