Describes GTE (Generic Tutoring Environment), an environment for developing intelligent courseware that is designed around a generic instructional knowledge-base using formalism. Discusses the instructional components of intelligent tutoring systems, including the instructional model, and how GTE approaches the instructional model from an…

Analyzes claims with regard to GTE's (Generic Tutoring Environment) epistemological foundations and suggests that GTE's assumptions reveal a reductionist bias through the use of formalism. Implications for courseware design and instructional modeling are discussed. (Author/LRW)

Discusses GTE (Generic Tutoring Environment) and knowledge-based courseware engineering from an epistemological point of view and suggests some combination of the two approaches. Topics include intelligent tutoring; courseware authoring; application versus acquisition of knowledge; and domain knowledge. (LRW)

Discusses GTE (Generic Tutoring Environment) and courseware engineering and argues that GTE's theoretical knowledge base focuses on teaching as a good model for any kind of instruction and thus reduces its generic nature. Two examples of weak automation for instructional design are described that have broader knowledge bases. (Author/LRW)

Examines GTE (Generic Tutoring Environment) from an authoring perspective, describes how GTE may be used to create courseware, and reviews potential difficulties that authors face when using such a tool. Summarizes two studies that investigated how authors used GTE and concludes that GTE designs are difficult for authors to test and evaluate.…

Presents the current status and new perspectives on the Structured Learning Theory (SLT), with special consideration given to how SLT has been influenced by recent research in software engineering. Topics include theoretical constructs; content domains; structural analysis; cognition; assessing behavior potential; and teaching and learning issues,…

Discusses the place of GTE (Generic Tutoring Environment) as an approach to bridging the gap between computer-assisted learning and intelligent tutoring systems; describes DCG (dynamic courseware generation) which allows dynamic planning of the contents of an instructional course; and considers combining GTE with DCG. (Author/LRW)

Discussion of support for authoring educational software focuses on a shift from attention on activities to products, and describes the SIMQUEST authoring system for designing and creating simulation-based multimedia learning environments that include support for the discovery process of the learner consisting of explanations, assignments, a…

Presents a prototype of a computerized grammar kit written in PROLOG and designed for children interested in exploring language. PROLOG's advantages for building parsers, generators, translators, and question-answering systems are discussed, and a scenario of a child working on a grammar project using the kit and implementation issues are…

Discusses how the reverse engineering approach can generate feedback on computer programs without the user having any prior knowledge of what the program was designed to do. This approach uses the cognitive model of programming knowledge to interpret both context independent and dependent errors in the same words and concepts as human programmers.…

Presents a framework for the study of hypertext. First, a historical perspective on the evolution of hypertext is provided. Next, hypertext system components are presented, and relevant psychological and pedagogical issues are analyzed. Finally, a framework for the study of hypertext, with implications for theory, research, and development, is…

Considers possibility of developing a computer tutor around an explicit concept-learning theory derived from machine learning techniques. Some problems with using the focusing (and similar) algorithms in this role are discussed and possible solutions are developed. Design for a guided discovery learning system for tutoring concepts is proposed.…

Reviews literature on conceptual conflict as facilitator of student learning and alternative conceptions, describes theories explaining occurence of alternative conceptions and conflict role in conceptual change, discusses a model of learning as conceptual change and its instructional implications, and presents results of studies which apply the…

Describes the Advanced Instructional Design Advisor, an Air Force project which involves the development and testing of automated instructional design guidance for use by Air Force technical training specialists in the development of computer-based training software. System architecture is explained, and a cognitive continuum approach to the…

Considers claims regarding GTE (Generic Tutoring Environment) and describes how instructional strategies are represented in Eon, an authoring tool for intelligent tutoring systems. Highlights include comparisons of GTE with other formalisms; intended audiences; representing instructional expertise; tradeoffs between generality and inferencing…