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Instructional models in computer-based learning environments

Author: S Dijkstra; Hein P M Krammer; Jeroen J G van Merriënboer
Publisher: Berlin ; New York : Springer-Verlag, ©1992.
Series: NATO ASI series., Series F,, Computer and systems sciences ;, no. 104.
Edition/Format:   eBook : Document : Conference publication : EnglishView all editions and formats
Summary:
In the last decade there have been rapid developments in the field of computer-based learning environments. A whole new generation of computer-based learning environments has appeared, requiring new approaches to design and development. One main feature of current systems is that they distinguish different knowledge bases that are assumed to be necessary to support learning processes. Current computer-based learning  Read more...
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Genre/Form: Electronic books
Conference papers and proceedings
Congresses
Additional Physical Format: Print version:
Instructional models in computer-based learning environments.
Berlin ; New York : Springer-Verlag, ©1992
(DLC) 92041419
(OCoLC)27035569
Material Type: Conference publication, Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: S Dijkstra; Hein P M Krammer; Jeroen J G van Merriënboer
ISBN: 9783662028407 3662028409 9783642081484 3642081487
OCLC Number: 698060125
Reproduction Notes: Electronic reproduction. [S.l.] : HathiTrust Digital Library, 2011. MiAaHDL
Description: 1 online resource (10, 510 pages) : illustrations.
Details: Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
Contents: Instructional models in computer-based learning environments --
Instructional models in computer-based learning environments --
Content and delivery planning --
An introduction to instructional transaction theory --
The useful representation of instructional objectives: A task analysis of task analysis --
The significance of prescriptive decision theory for instructional design expert systems --
Transforming knowledge into learnable content --
Modeling requirements for intelligent training systems --
G's dynamic learner model --
The description of subject matter and instructional methods for computer-based learning --
The study of problem characteristics in programming tutors --
PEPE: A computational framework for a content planner --
A generic task model for instruction --
Instructional strategies, methods, and techniques --
An instructional strategy to teach a cognitive strategy via intelligent computer-assisted instruction: A design --
A descriptive model of instructional processes in interactive learning environments for elementary computer programming --
Two models of classroom learning using a communal database --
Adaptive tutoring of arithmetic skills --
Cognitive development based on process-learning environments --
Instructional strategies for teaching database query languages --
Extensions of intelligent tutoring paradigms to support collaborative learning --
Contextual module analysis in instructional design --
IByD: Computer support for developing unit plans: A first study --
(S)GML-based hypermedia: Generic resources for exploratory learning --
Hypertext as a strategy for teaching and assessing knowledge representation --
The delicate balance between learner and system control --
Cognitive flexibility theory and its implications for designing CBI --
Exploratory learning from computer-based systems --
A cooperative system for the interactive debugging of novice programming errors --
Programming languages and dynamic instructional tools: Addressing students' knowledge base --
The instructional design of CAI for problem solving in mathematics --
Dynamic interfaces for computer-based simulations in pharmacology --
Implementing learner control in an automated instructional system.
Series Title: NATO ASI series., Series F,, Computer and systems sciences ;, no. 104.
Responsibility: edited by Sanne Dijkstra, Hein P.M. Krammer, Jeroen J.G. van Merriënboer.

Abstract:

The book hasthree parts, relating to different aspects of the knowledgethat should be made explicit in instructional models:knowledge of instructional planning, knowledge ofinstructional  Read more...

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