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Instructional Science | 7 |
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Elen, Jan | 1 |
Gavora, Mark J. | 1 |
Hannafin, Michael | 1 |
Hewson, Mariana G. A'Beckett | 1 |
Hewson, Peter W. | 1 |
Self, John | 1 |
Spector, J. Michael | 1 |
Van Marcke, Kris | 1 |
Vanneste, Philip | 1 |
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Journal Articles | 7 |
Reports - Descriptive | 5 |
Opinion Papers | 3 |
Reports - Research | 2 |
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Van Marcke, Kris – Instructional Science, 1998
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…
Descriptors: Computer Software Development, Courseware, Epistemology, Intelligent Tutoring Systems

Spector, J. Michael – Instructional Science, 1998
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)
Descriptors: Computer Software Development, Courseware, Epistemology, Instructional Design

Elen, Jan – Instructional Science, 1998
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)
Descriptors: Automation, Computer Software Development, Courseware, Instructional Design

Vanneste, Philip; And Others – Instructional Science, 1996
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.…
Descriptors: Authoring Aids (Programming), Cognitive Processes, Computer Software Evaluation, Feedback

Self, John – Instructional Science, 1986
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.…
Descriptors: Algorithms, Computer Software, Concept Teaching, Databases

Hewson, Peter W.; Hewson, Mariana G. A'Beckett – Instructional Science, 1984
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…
Descriptors: Change, Computer Software, Concept Formation, Conflict

Gavora, Mark J.; Hannafin, Michael – Instructional Science, 1994
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…
Descriptors: Cognitive Processes, Computer Assisted Instruction, Computer Software Development, Courseware