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 influenced the practice of schools in our geographical area. We find that although expert system shells have gained a foothold there are no signs of a major breakthrough. We relate this situation to the time which average learners expend to build models with the current generation of shells. We propose a set of expressiveness criteria for future knowledge modelling tools. Tools which meet our criteria should empower learners to build bigger and better models. We suggest how such tools might be designed.