Hardback : £177.00
In the last decade there have been rapid developments in the
field of computer-based learning environments. A whole new
generation of computer-based learning environments has
appeared, requiring new approaches to design and
development. One main feature of current systems is that
they distinguish different knowledge bases that are assumed
to be necessary to support learning processes. Current
computer-based learning environments often require explicit
representations of large bodies of knowledge, including
knowledge of instruction.
This book focuses on instructional models as explicit,
potentially implementable representations of knowledge
concerning one or more aspects of instruction. The book has
three parts, relating to different aspects of the knowledge
that should be made explicit in instructional models:
knowledge of instructional planning, knowledge of
instructional strategies, and knowledge of instructional
control. The book is based on a NATO Advanced Research
Workshop held at the University of Twente, The Netherlands
in July 1991.
In the last decade there have been rapid developments in the
field of computer-based learning environments. A whole new
generation of computer-based learning environments has
appeared, requiring new approaches to design and
development. One main feature of current systems is that
they distinguish different knowledge bases that are assumed
to be necessary to support learning processes. Current
computer-based learning environments often require explicit
representations of large bodies of knowledge, including
knowledge of instruction.
This book focuses on instructional models as explicit,
potentially implementable representations of knowledge
concerning one or more aspects of instruction. The book has
three parts, relating to different aspects of the knowledge
that should be made explicit in instructional models:
knowledge of instructional planning, knowledge of
instructional strategies, and knowledge of instructional
control. The book is based on a NATO Advanced Research
Workshop held at the University of Twente, The Netherlands
in July 1991.
Springer Book Archives
Instructional models in computer-based learning environments.- Instructional models in computer-based learning environments.- Content and delivery planning.- An introduction to instructional transaction theory.- The useful representation of instructional objectives: A task analysis of task analysis.- The significance of prescriptive decision theory for instructional design expert systems.- Transforming knowledge into learnable content.- Modeling requirements for intelligent training systems.- G’s dynamic learner model.- The description of subject matter and instructional methods for computer-based learning.- The study of problem characteristics in programming tutors.- PEPE: A computational framework for a content planner.- A generic task model for instruction.- Instructional strategies, methods, and techniques.- An instructional strategy to teach a cognitive strategy via intelligent computer-assisted instruction: A design.- A descriptive model of instructional processes in interactive learning environments for elementary computer programming.- Two models of classroom learning using a communal database.- Adaptive tutoring of arithmetic skills.- Cognitive development based on process-learning environments.- Instructional strategies for teaching database query languages.- Extensions of intelligent tutoring paradigms to support collaborative learning.- Contextual module analysis in instructional design.- IByD: Computer support for developing unit plans: A first study.- (S)GML-based hypermedia: Generic resources for exploratory learning.- Hypertext as a strategy for teaching and assessing knowledge representation.- The delicate balance between learner and system control.- Cognitive flexibility theory and its implications for designing CBI.- Exploratory learning fromcomputer-based systems.- A cooperative system for the interactive debugging of novice programming errors.- Programming languages and dynamic instructional tools: Addressing students’ knowledge base.- The instructional design of CAI for problem solving in mathematics.- Dynamic interfaces for computer-based simulations in pharmacology.- Implementing learner control in an automated instructional system.
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