One of the key factors in learning is that each student is unique, in many different dimensions. So learning strategies and material satisfactory for one student may be inadequate for another student. This is true in both classroom learning and the usual elearning, leading to dropouts and failures.

One classical learning approach, the Socratic tutorial approach, allowed for adapting learning to such individual differences. This has often been the preferred learning approach for the very wealthy, with tutors in the home.

Although very effective in helping learning, such an approach is too expensive for use with large numbers of students. Today, however, we have a new possibility. The computer can be the tutor, leading to affordable effective learning for all students

This system has been under development for over thirty five years. The process is very different than typical instructional design, because we want to design tutorial units that individualize, personalize, learning for each student.

This is a desirable next step forward in elearning. It might be called alearning, for adaptive learning.

his tutorial will introduce the participants to this method for designing adaptive tutorial learning units. They will design such a unit to illustrate the process.

Objectives:

• The participants will understand some of the major problems of education as it exists today.
• The participants will understand the nature of effective tutoring
• The participants will study the aspects of using the computer as an adaptive tutor, thus learning how to develop such units.
• The participants will understand the other stages in developing highly adaptive units.
• The participants will discuss their individual next steps to use this approach.

Participants as a group will, design some material, to illustrate the process. They will leave with the skills needed to develop their own units of this type. They will receive information about the developmental process. Some information will be provided about implementation and evaluation of the tutorial units, but this will not be stressed as the workshop is concerned primarily with the process of design.

The following interactive activities are planned. All are group activities, not lectures.

• All Participants will introduce themselves.
• A group discussion will follow on the problems of education as it exists today.
• Why is individualizing of learning an important step forward?
• The tutoring process. What are the key aspects of successful tutoring?
• Dynamics of the design group.
• The script as a design tool.
• Sample design of an adaptive tutorial module.
• Design in smaller groups, if time permits.
• Discussion of the design process.
• Implementation
• Evaluation.
• Providing education for everyone on earth
• Future plans of each individual.
• Keeping in contact

Outline of a book on solving the education for all problem.

Alfred Bork is Professor Emeritus of Information and Computer Science and Physics, at the University of California, Irvine. He is founder and Director of the Educational Technology Center, for research and development of technology-based learning material. He is Vice President of A Bork Endeavors. His graduate degrees, in physics, were from Brown University.

Alfred Bork has worked in this area for forty five years, at the Dublin Institute of Advanced studies, theUniversity of Alaska, at Reed College and at Harvard University. He came to UCI in 1968. He worked on the Project Physics course at Harvard.

In 1975 Bork was a consultant to United Kingdom National Development Programme in Computer Aided Learning. He served four years as chair of the Special Interest Group on Computer Uses in Education of the Association for Computing Machinery. He was Physics Series Editor for CONDUIT.

He was a member of the National Institute of Education delegation to the People's Republic of China. He was codirector and keynote speaker at the NATO Advanced Study Institutes on Computers in Science Education, at the Catholic University of Louvain in Belgium, July 1976, and at the San Miniato Conference Center, Italy, 1985. He was the Millikan Award Lecturer for the American Association of Physics Teachers in summer 1978.

He was a National Science Foundation Chautaugua Lecturer for five years. He won the Outstanding Computer Educator Award from AEDS in l985. He is an ADCIS Fellow. He has been on several occasions a Visiting Professor at the University of Geneva, in Switzerland. In 1997 he ran workshops for the Colombo Staff College in India and the Philippines.

He was involved in policy studies about computers in education, including a study for the Norwegian government. He ran the first conference on intelligent videodisc systems. He is on the editorial boards of many journals.

The Educational Technology Center has many visitors each year, and hundreds of requests for information about interactive adaptive tutorial technology. The Centers reputation is based on the high quality, graphic, interactive, individualized, multimedia, learning modules it has developed. Bork has been personally involved in about 60 of the student-computer dialogs developed by the Center.

The Irvine work has been supported by the National Science Foundation, the Fund for the Improvement of Postsecondary Education, Digital Equipment Corporation, International Business Machines Corporation, Fujitsu, Nippon Television Network, and Annenberg/CPB. Products include an introductory quarter of college physics, The Scientific Reasoning Series and Understanding Spoken Japanese.

Bork has also created a full system for developing adaptive interactive tutorial learning material, with the help of colleagues at The University of Geneva and California State University San Marcos. They believe this is the only authoring system developed for adaptive tutorial units. It writes much of the program automatically, helps with moving material to new languages, and provides other aids to the developers and implementers.

 PUBLICATIONS

Bork has published hundreds of articles concerning the computer in education, including:

A Story of Learning, ICCE 2002 – Panel on the future of learning

The Dilemma of Teacher Training, Site 2001, March, Orlando, Florida

Four Fictional Views of the Future of Learning , The Internet and Higher Education - 3 (2000)271-284.

What is Needed for Effective Learning on the Internet, Educational Technology and Society, Special Issue on Curriculum, Instruction, Learning, and the Internet, In press - 2001

Adult Education, Lifelong Learning, and the Future , Campus-wide Information Systems Journal, Special issue on lifelong learning , 2001.

Tutorial Learning for the New Century , Journal of Science Education and Technology, March 2001,

Learning with the World Wide Web , The Internet and Higher Education, 2000, Volume 2, 2-3, pages 81-85

Highly Interactive Tutorial Distance Learning , Information Communication and Society, Volume 3, Number 4 

Learning Technology , Educause Review, January/February 2000

Highly Interactive Distance Learning for the Future , Chiba, Japan, November 1999.

Scientific Reasoning Series , October 1999.

The Future of Learning , Interview for Educom Review , July/August 1999.

Global Learning Society , Student Pugwash June 1999.

A Model for the Future of Learning , August 1998,

Computers and Major Ethical Problems in Our Society , Simulation , Volume 73, November 1999, page 318

Why Has the Computer Failed in Schools and Universities , Journal of Science Education and Technology, Volume 4, 1995.

The Irvine-Geneva Course Development System , Alfred Bork, Bertrand Ibrahim, Alastair Milne, Rika Yoshi, in Aiken, R. (ed), Education and Society, Information Processing 92, Volume 2, Elsever, 1994.

Rebuilding Universities with Highly Interactive Multimedia Curriculum , International Journal of Engineering Education, Volume 12, pages 320-332, 1996.

Learning Scientific Reasoning with the Interactive Computer

The Potential for Interactive Technology , Byte February 1987 .

``New Structures for Technology-Based Courses,'' Education and Computing, Vol. 4, 109--117, 1988.

``Production of Technology-Based Learning Material Tools vs. Authoring Systems,'' Instruction Delivery Systems, Vol. 3, No. 2, March/April 1989.

"Distance Learning and Interaction: Toward a Virtual Learning Institution," Journal of Science Education and Technology, Volume 4, No 3, 1995, pages 227-244.

"Hghly Interactive Multimedia Technology and Future Learning", Journal of Computing in Higher Education, Volume 8, 1996, Pages 1-26.

"The Future of Computers and Learning," T.H.E. Journal, Volume 24 no 11. June 1997.

He has been invited to write chapters in many books.

"Interaction: Lessons from Computer based Learning," In Laurillard, D. (Ed) Interactive Media: Working Methods and Practical Applications, Ellis Harwood, 1987.

"Applications," With David Walker and Andre Poly, In Educations and Informatics Worldwide, Jessica Kingsley, UNESCO, 1992.

"Technology in Education: An Historical Perspective," Robert Muffoletto and Nancy Knupfer (Ed). In Computers in Education: Social Political, and Historical Perspectives, Hampton Press, 1993.

His books include:

Learning with Computers, Digital Press, 198l

Personal Computers for Education, Harper and Row, 1985 (also available in Spanish and Japanese).

Learning with Personal Computers, Harper and Row, 1986

Designing Computer Based Learning Material, (co-edited with Harold Weinstock), Springer-Verlag, 1986.

Tutorial Distance Learning, (with Sigrun Gunnersdottir), Kluwer Academic Publishers, New York, 2001. Available soon in Chinese.