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Organizing knowledge for tutoring fire loss preventionAuthor(s): Daniel L. Schmoldt
Source: Environmental Management 13(5): 573-582
Publication Series: Scientific Journal (JRNL)
PDF: Download Publication (987.25 KB)
DescriptionThe San Bernardino National Forest in southern California has recently developed a systematic approach to wildfire prevention planning. However, a comprehensive document or other mechanism for teaching this process to other prevention personnel does not exist. An intelligent tutorial expert system is being constructed to provide a means for learning the process and to assist in the creation of specific prevention plans. An intelligent tutoring system (ITS) contains two types of knowledge--domain and tutoring. The domain knowledge for wildfire prevention is structured around several loci: (1) individual concepts used in prevention planning; (2) explicitly specified interrelationships between concepts; (3) deductive methods that contain subjective judgment normally unavailable to less-experienced users; (4) analytical models of fire behavior used for identification of hazard areas; (5) how-to guidance needed for performance of planning tasks; and (6) expository information that provides a rationale for planning steps and ideas. Combining analytical, procedure, inferential, conceptual, and expositional knowledge into a tutoring environment provides the student and/or user with a multiple perspective of the subject matter. A concept network provides a unifying framework for structuring and utilizing these diverse forms of prevention planning knowledge. This network structure borrows from and combines semantic networks and frame-based knowledge representations. The flexibility of this organization facilitates an effective synthesis and organization of multiple knowledge forms.
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CitationSchmoldt, Daniel L. 1989. Organizing knowledge for tutoring fire loss prevention. Environmental Management 13(5): 573-582.
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