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 environments often require explicit
representations of large bodies of knowledge, including
knowledge of instruction.
This book focuses on instructional models as explicit,
potentially implementable representations of knowledge
concerning one or more aspects of instruction. The book has
three parts, relating to different aspects of the knowledge
that should be made explicit in instructional models:
knowledge of instructional planning, knowledge of
instructional strategies, and knowledge of instructional
control. The book is based on a NATO Advanced Research
Workshop held at the University of Twente, The Netherlands
in July 1991.