Task Instruction

Abstract

An early concept of interactive task learning (ITL) assumed a human teacher and machine learner. This book broadens the thinking about this relationship by explicitly allowing flexibility regarding the teacher and learner roles. Future ITL systems will be maximally useful and beneficial to the extent that they are effective and efficient learners as well as effective and efficient instructors. Focusing on task instruction, the primary goal of this chapter is to relate the critical role of instruction in ITL to key existing literature from related areas of research. The general concept of co-constructive task instruction is introduced and differentiated from traditional conceptualizations of fixed instructor and learner roles. Frameworks, models, and methods for task instruction are discussed, and broad connections are made between ITL and structural and adaptive improvements to instruction, historical developments in programming, and the extraordinary challenge that fluid, flexible, co-constructive task instruction and learning places on the vision for ITL.