The application of artificial intelligence (AI) techniques to the design of personal learning environments is an enterprise of both theoretical and practical interest. In the short term, the process of developing and testing intelligent tutoring programs serves as a new experimental vehicle for exploring alternative cognitive and pedagogical theories. In the long term, such programs should supplement the educational supervision and guidance provided by human teachers. This paper illustrates the long term perspective by a scenario with Sherlock, a hypothetical LOGO tutoring system for elementary graphics programming which was in a preliminary design stage at the time this paper was written. Twenty-three references are listed. (Author/LLS)