ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1993.tb00142.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

AbstractThe cognitive revolution has yielded unprecedented progress in our understanding of higher cognitive processes such as remembering and learning. It is natural to expect this scientific breakthrough to inform and guide the design of instruction in general and computer‐based instruction in particular. In this paper I survey the different ways in which recent advances in cognitive theory might influence the design of computer‐based instruction and spell out their implications for the design of authoring tools and tutoring system shells. The discussion will be divided into four main sections. The first two sections deal with the design and the delivery of instruction. The third section analyzes the consequences for authoring systems. In the last section I propose a different way of thinking about this to

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1993.tb00143.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1993.tb00144.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

AbstractIn this paper two observations are the starting points for a proposal as to how learning, rather than computing considerations, can be made the main focus in the development of Intelligent Educational Systems (IESs). These observations are: a) the predominant use of computers in education is for the running of general tool software; and b) the symbolic approach to Artificial Intelligence is being questioned from a situated cognition perspective.Learning interactions are seen as consisting of a Task Level, and a higher‐level Discussion Level comprising planning and evaluation of, and reflection about, Task Level activity. It is proposed that IESs should be developed by adding a module to support Discussion Level interaction with the learner. The Mayday project is described, in which expert human teachers are being studied as they support Discussion Level with a learner working at computer‐based lexical activities. It is argued that such studies of human learning is a necessary step towards the development of the proposed I

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1993.tb00145.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1993.tb00146.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

AbstractThis paper looks at some of the problems of existing courseware authoring systems, and advocates the use of knowledge‐based techniques to resolve these problems and to form the basis of future authoring environments. The prototype knowledge‐based representation language, GTE, is presented as an example of a knowledge‐based language which might form the basis of such environments. The final part of the paper discusses some of the developments in GTE which must take place if it is to be used within a full and flexible authoring environment. The paper will focus particularly on the question of instructional strategies, but many of the observations can be taken as relevant to all the knowledge involved in a teaching intera

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1993.tb00147.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

SummaryAlthough GTE in its current form does not address all the problem solving demands inherent in instructional design, it provides first solutions for some of them and, due to its open structure, holds the promise to support additional requirements in later stages of its development. Compared to existing commercially used authoring tools, GTE constitutes a step in the right direction since it begins to raise and answer questions of design instead of answering questions of programming.

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1993.tb00148.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1993.tb00149.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY