Proposes a criterion for selecting a sequence of objectives from a learning hierarchy and describes a sequence generating algorithm which is designed to generate a minimal memory load sequence from a learning tree. Its effectiveness in generating low memory load sequences from hierarchies that are not trees is also discussed. (RP)

Discusses the use of intelligent tutoring systems for computer-assisted language learning (CALL), emphasizing second language learning. Schank's conceptual dependency theory is described, a prototype of a program for second language instruction for 7- to 15-year-olds is explained, and future developments are discussed. (54 references) (LRW)

Considers several perspectives on interaction strategies for computer-aided learning; examines dimensions of interaction; and presents a model for the design of interaction strategies. Topics include pacing; navigation; mental processes; cognitive and physical responses; the role of quality and quantity; a conceptual approach; and suggestions for…

Reports part of a wider study aimed to develop a theoretical understanding of learning in networked courses, where the subject matter is directly related to participants' practical experience. Proposes a taxonomy as a tool for analyzing the learning potential. A phenomenographic perspective on learning underpins the study. (AEF)

Presents an architecture of an intelligent system to support learning that is able to address the issues that arise from constructivist theories of learning in a way that, rather than opposing to the standard intelligent tutoring system architecture, characterizes a broader view in all its components which can be appropriately attuned to address…

Presents a theoretical rationale for the idea that computer programs simulating written conversation, and using natural language, could be effective in language teaching and remediation, and reports empirical studies of its potential. Studies with 10- to 14-year-old language-impaired children are described, software is explained, and future…

Presents a model of instructional design which links cognitive learning theory and instructional prescriptions. Topics discussed include knowledge types and knowledge acquisition; memory system components; learning time; learning objectives, including skills, cognitive strategies, and creative processes; instructional methods that relate to…