1.1 --- a/doc-src/isac/jrocnik/eJMT-paper/jrocnik_eJMT.tex	Fri Nov 02 12:20:49 2012 +0100
     1.2 +++ b/doc-src/isac/jrocnik/eJMT-paper/jrocnik_eJMT.tex	Fri Nov 02 12:51:11 2012 +0100
     1.3 @@ -203,7 +203,11 @@
     1.4  
     1.5  Traditional course material in engineering disciplines lacks an
     1.6  important component, interactive support for step-wise problem
     1.7 -solving. Theorem-Proving (TP) technology can provide such support by
     1.8 +solving. The lack becomes evident by comparing existing course
     1.9 +material with the sheets collected from written exams (in case solving
    1.10 +engineering problems is {\em not} deteriorated to multiple choice
    1.11 +tests) on the topics addressed by the materials.
    1.12 +Theorem-Proving (TP) technology can provide such support by
    1.13  specific services. An important part of such services is called
    1.14  ``next-step-guidance'', generated by a specific kind of ``TP-based
    1.15  programming language''. In the
    1.16 @@ -213,8 +217,8 @@
    1.17  \footnote{http://isabelle.in.tum.de/}.
    1.18  The TP services are coordinated by a specific interpreter for the
    1.19  programming language, called
    1.20 -Lucas-Interpreter~\cite{wn:lucas-interp-12}. The language and the
    1.21 -interpreter will be briefly re-introduced in order to make the paper
    1.22 +Lucas-Interpreter~\cite{wn:lucas-interp-12}. The language 
    1.23 + will be briefly re-introduced in order to make the paper
    1.24  self-contained.
    1.25  
    1.26  The main part of the paper is an account of first experiences
    1.27 @@ -296,10 +300,11 @@
    1.28  \label{fig-interactive}}
    1.29  \end{center}
    1.30  \end{figure}
    1.31 -If the student gets stuck and does not know the formula to proceed with,
    1.32 -there is the button \framebox{NEXT} proceeding to the next step. The
    1.33 -button \framebox{AUTO} immediately delivers the final result in case
    1.34 -the student is not interested in intermediate steps.
    1.35 +If the student gets stuck and does not know the formula to proceed
    1.36 +with, there is the button \framebox{NEXT} presenting the next formula
    1.37 +on the Worksheet. The button \framebox{AUTO} immediately delivers the
    1.38 +final result in case the student is not interested in intermediate
    1.39 +steps.
    1.40  
    1.41  Adaptive dialogue guidance is already under
    1.42  construction~\cite{gdaroczy-EP-13} and the two buttons will disappear,
    1.43 @@ -311,10 +316,19 @@
    1.44  underlying knowledge.  For instance, pushing \framebox{Theories} in
    1.45  the configuration shown in Fig.\ref{fig-interactive}, pops up a
    1.46  ``Theory browser'' displaying the theorem(s) justifying the current
    1.47 -step.  All browsers allow to lookup all other theories, thus
    1.48 +step.  The browser allows to lookup all other theories, thus
    1.49  supporting indepentend investigation of underlying definitions,
    1.50  theorems, proofs --- where the HTML representation of the browsers is
    1.51 -ready for arbitrary multimedia add-ons.
    1.52 +ready for arbitrary multimedia add-ons. Likewise, the browsers for
    1.53 +\framebox{Problems} and \framebox{Methods} support context sensitive
    1.54 +as well as interactive access to specifications and programs
    1.55 +respectively. 
    1.56 +
    1.57 +There is also a simple web-based representation of knowledge items;
    1.58 +the items under consideration in this paper can be looked up as
    1.59 +well~\footnote{
    1.60 +http://www.ist.tugraz.at/projects/isac/www/kbase/thy/\textbf{Inverse\_Z\_Transform.html}}~\footnote{
    1.61 +http://www.ist.tugraz.at/projects/isac/www/kbase/thy/\textbf{Partial\_Fractions.html}}.
    1.62  
    1.63  % can be explained by having a look at 
    1.64  % Fig.\ref{fig-interactive} which shows the beginning of the interactive