ABSTRACT
This paper argues that interactive knowledge acquisition tools would benefit from a tighter and more thorough incorporation of tutoring and learning principles. Current systems learn from users in a very passive and disengaged manner, and could be designed to incorporate the proactive capabilities that one expects of a good student. This paper points out what tutoring and learning principles have been used to date in the acquisition literature, though unintentionally and implicitly. We discuss how a more thorough and explicit representation of these principles would help improve enormously how computers learn from users.
