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)

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 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…

Describes a computer program for arithmetic in which the use of the operationalized cognitive apprenticeship methods was studied together with effects of modelling and coaching on student performance. Results showed that adult basic education students make little use of optional materials in a computer program. (Author/JKP)

Examines the processes involved in building instructional systems that are based on artificial intelligence and hypermedia technologies. Traditional instructional systems design methodology is discussed; design issues including system architecture and learning strategies are addressed; and a new methodology for building knowledge-based…

Discussion of authoring tools for computer-based instruction (CBI) focuses on the Computer-Based Educational Software System developed for Navy training. Topics addressed include user experience and task difficulty; generative CBI techniques for memorization and technical vocabulary training; generating questions from a semantic network; and the…

Describes two experiments in Dutch secondary schools that were carried out to study the effect of the sequencing of the information in computer-assisted instructional programs. Instructional design for concept learning is discussed; successive and coordinate relationships between concepts are explained; and tests designed for procedural and…