Instructional Models in Computer-Based Learning Environments / Edition 1

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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.

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Product Details

  • ISBN-13: 9783540561590
  • Publisher: Springer Berlin Heidelberg
  • Publication date: 12/17/1992
  • Series: Nato ASI Subseries F: (closed) , #104
  • Edition description: 1992
  • Edition number: 1
  • Pages: 516
  • Product dimensions: 9.21 (w) x 6.14 (h) x 1.13 (d)

Table of Contents

1 Instructional models in computer-based learning environments 1
Pt. I Content and delivery planning
2 An introduction to instructional transaction theory 15
3 The useful representation of instructional objectives: A task analysis of task analysis 43
4 The significance of prescriptive decision theory for instructional design expert systems 61
5 Transforming knowledge into learnable content 83
6 Modelling requirements for intelligent training systems 97
7 G's dynamic learner model 113
8 The description of subject matter and instructional methods for computer based learning 127
9 The study of problem characteristics in programming tutors 143
10 PEPE: A computational framework for a content planner 153
11 A generic task model for instruction 171
Pt. II Instructional strategies, methods, and techniques
12 An instructional strategy to teach a cognitive strategy via intelligent computer-assisted instruction: A design 195
13 A descriptive model of instructional processes in interactive learning environments for elementary computer programming 213
14 Two models of classroom learning using a communal database 229
15 Adaptive tutoring of arithmetic skills 243
16 Cognitive development based on process-learning environments 263
17 Instructional strategies for teaching database query languages 279
18 Extensions of intelligent tutoring paradigms to support collaborative learning 291
19 Contextual module analysis in instructional design 313
20 IByD: Computer support for developing unit plans: A first study 323
21 SGML-based hypermedia: Generic resources for exploratory learning 349
22 Hypertext as a strategy for teaching and assessing knowledge representation 365
Pt. III The delicate balance between learner and system control
23 Cognitive flexibility theory and its implications for designing CBI 385
24 Exploratory learning from computer-based systems 405
25 A cooperative system for the interactive debugging of novice programming errors 421
26 Programming languages and dynamic instructional tools: Addressing students' knowledge base 445
27 The instructional design of CAI for problem solving in mathematics 459
28 Dynamic interfaces for computer-based simulations in pharmacology 471
29 Implementing learner control in an automated instructional system 487
Author index 499
Index 507
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