El Modelo Económico del Crimen De Gary Becker

The main orientation principles of the solution were established in the sec- ond phase, as shown in Table 6-2. As we were reengineering this solution, most of the instructional materials were left intact, allowing a rapid progres- sion to the architectural phase. Our main preoccupations for Phase 2 were related to the instructional orientations and to the reorganization of the course into seven learning units, as shown in Figure 6-1.

R e e n g i n e e r i n g a U n i v e r s i t y C o u r s e f o r t h e We b 1 4 5

Table 6-1. Tasks Accomplished in Phase 1 of the Project “Introduction to Artificial Intelligence,” Cont’d.

Phase 1 Task Planned Results

Describe the desired Identify the general training Not carried out; desired situation (ED 102) objectives and priorities, type of situation is similar to that

training, scope of the LS, its life of the source course. Life span, its delivery date, and so span: revision in 3 years.

forth. Delivery date: beginning

2000.

Describe the target Build learners’ profiles: lan- Not carried out; target audience (ED 104) guages, availability, mean audience similar to that for

education level, learning styles, the source course. main gaps to be filled, and so

forth.

Describe the current Identify the frontiers of the future The human resources are context (ED 106) LS; the human, material, finan- limited: a part-time

cial, and organizational resources designer, a small budget available; and the constraints for updating the course- that may have an impact on LS ware, a small production

development. team whose members must

create three other courses. Adapt MISA List the retained EDs and their Available knowledge in the

priority attributes. manual; main focus on the instructional model and the media model.

Table 6-2. Tasks Accomplished in Phase 2 of the Project “Introduction to Artificial Intelligence.”

Phase 2 Task Planned Results

Define the State the knowledge model Knowledge mainly knowledge model orientations (type of knowledge conceptual; procedures orientation principles and principles) to develop a found in the practice (ED 210) structured knowledge and com- exercises.

petencies model of the learning system (LS).

Build the knowledge Build a graphic and structured Postponed to Phase 3; to model (ED 212) representation of the LS in con- be done at the same time

junction with the evaluation of as the definition of the the users’ current and target instructional scenarios (ED competencies (ED 214). 320).

Identify discrep- For the main knowledge of the Not completed because ancies between knowledge model, determine course objectives were target and current the discrepancies between the mainly satisfactory. competencies current and target competencies.

(ED 214)

Define the State the instructional orienta- LEN: 2 levels; the course is instructional tions that will allow the develop- split up into LUs called model orientation ment of a structured learning “modules.” Instructional principles (ED 220) event network (LEN). Also, state strategy: concept presen- the principles for the instructional tation (texts and videos), processes, the evaluation ap- paper or exercises with proach, the learners’ level of course software, continued collaboration, and the adaptabil- collaboration between the ity of the instructional scenario. learners, even more pro-

nounced in LU-7. Evalua- tion accordingto learner productions submitted to a tutor.

R e e n g i n e e r i n g a U n i v e r s i t y C o u r s e f o r t h e We b 1 4 7

Table 6-2. Tasks Accomplished in Phase 2 of the Project “Introduction to Artificial Intelligence,” Cont’d.

Phase 2 Task Planned Results

Build the LEN Structure a series of learning LEN split up into 7 LUs, (ED 222) events (LEs) and the rules that progress into 3 phases

govern the progress between where learners submit

them. their productions (see

Figure 6.1).

Define the learning Describe the proprieties of each Postponed to Phase 3, to unit properties learning unit (LU) for the target be done in conjunction (ED 224) audiences, the length, the weight with defining the properties

of the evaluations, the collabo- of the learning activities rative activities, the learning (ED 322).

scenario type, and the delivery mode.

Define the media State the principles that will Postponed to Phase 3 development ori- guide the media selection: media (many orientations already entation principles type, material interaction, media stated in Phase 1).

(ED 230) support. These elements will be useful for the cost-benefit analysis (ED 242).

Define the delivery State the principles that will Postponed to Phase 3 orientation principles guide the delivery decisions. (many orientations already

(ED 240) stated in Phase 1).

Analyze the cost, Provide project management Task not completed, as benefits, and im- with the basic elements to these data were known pacts (ED 242) evaluate project feasibility in from the start.

relation to associated costs, benefits, and impacts.

Figure 6-1 shows the series of resources we designed (labeled I) and then integrated into an Explor@ environment, to support a series of course activ- ities. They are subdivided into seven modules, or learning units, each one de- scribed by an introductory document. The module titles display themes that confirm the conceptual orientation of this introductory course. The first three modules are ordered sequentially; the work produced by the students in these modules will be bundled and sent to the tutor for a first evaluation early in the course. Modules 4 and 5 can be completed in parallel; here learners will Figure 6-1. Result of Task ED 222: A Network of Seven Learning Events.

Third Work Invoice to Tutor First Work Invoice to Tutor EXPLOR @ Resources Introduction to Structured Knowledge I/P I/P I/P I/P I/P

I/P I/P I/P I/P

I/P

I/P

I/P I/P _I/P

I/P I/P P P C C C C C C C I/P I/P I/P 7. Evaluation of the Impacts of AI 4. Introduction to Natural Language Processing 3. Introduction to

Logic and Logical Databases

6. Introduction to Distributed and Evolutionary AI 5. Introduction to

Schema and Object Representations 1. Introduction to the Course and AI 2. Introduction to Knowledge-Based Systems Course Inf- 5100: Artificial Intelligence Introduction to Future Developments in AI Introduction to Language Comprehension Introduction to

Expert Systems and Logic Inferences

Introduction to the Social Impacts of Artificial Intelligence I I I O I I Study Guide G Second Work Invoice to Tutor

generate documents that will be grouped for a second evaluation. Modules 6 and 7 can also be studied in parallel and learners will produce results that will be used for a third and last evaluation.