EXPERT-SYSTEMS, SHELLS, AND SCHOOLS - PRESENT PRACTICE, FUTURE-PROSPECTS

In this paper we assess the extent to which expert systems technology, and in particular the idea of 'knowledge-based modelling', has influe nced the practice of schools in our geographical area. We find that al though expert system shells have gained a foothold there are no signs of a major breakthrough. We relate this situation to the time which av erage learners expend to build models with the current generation of s hells. We propose a set of expressiveness criteria for future knowledg e modelling tools. Tools which meet our criteria should empower learne rs to build bigger and better models. We suggest how such tools might be designed.