The description of subject matter and instructional methods for computer-based learning

  • Kenneth Tait
Part of the NATO ASI Series book series (NATO ASI F, volume 104)


This chapter is based on the premise that the design and production of high quality computer-based learning materials depends on the availability of efficient ways of describing both the subject matter which is to be learned and the possible instructional methods which will support that learning, and how these are to be linked. The purpose of such schemas will be to facilitate the specification of courseware and hence the representation schemas must be accessible to and easily manipulated by authors who understand the subject matter and appreciate the problems that may be encountered in learning it, but who may not be involved in the production of the learning material, that is the final stage which produces executable courseware. It is argued that even the author working alone operates at a number of distinct levels and in different modes resulting in a need for some monitoring of the relationships which must be satisfied among the entities which comprise the specification at the different levels and in the various modes. Where authors are working in teams this requirement is even more important. It is believed that authors find it difficult to keep track of such relationships themselves and that there is a place for software tools which not only allow creation and manipulation but also support the author in ensuring completeness and maintaining consistency.


authoring computer-assisted instruction computer-based learning generic models instructional planning knowledge representation methodology 


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Copyright information

© Springer-Verlag Berlin Heidelberg 1992

Authors and Affiliations

  • Kenneth Tait
    • 1
  1. 1.Computer Based Learning UnitThe UniversityLeedsUK

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