A lattice representational definition of a hierarchy of instructional processors usable in educational courseware

The basic “recognize-act-recognize-end” cycle can be recognized in elementary as well as in more advanced forms of CAI. This article attempts to offer a unifying formal framework in which different elaborations of this cycle (embodied in a “processor”) can be placed. Three different levels of elaboration are distinguished which can be considered to be situated into the nodes of a lattice of models of the instructional process. A formal definition of such a framework can serve at least two functions. In the first place a uniform and precise definition of various elaborations can be given and new elaborations can be created in a logically funded way. Secondly, such a framework can support the modelling of instructional processes and the stimulation of student behavior. Thus, pre-testing of courseware could become feasible. Aspects of the framework have been used to implement two prototypes of support systems for the development of CAI courseware

Electronic Study Books and learning style

Attention has been drawn to the concepts of Electronic Books and Electronic Study Books. Several publications have discussed some main ideas (paradigms) for both concepts. For the Electronic Study Book as a learning environment, it is essential to consider individual modes of learning, usually termed 'learning styles'. It is argued that Electronic Study Books should be adaptable in accordance with personal learning styles. Some options will be presented to link 'styles' and 'books'. One such option is a Style Initiating Module which we are currently investigating

Towards an Educational Superinterface

Abstract It is presumed that recent technological innovations, combined with three more established (educational) technologies, could cause a drastic change in university education, if adequate organizational conditions could be created. Such conditions are needed to structure, channel and manage an as yet undreamed of flow of information. Closely related to the metaphor of the 'Info Highway', an educational 'Superlnterface' is described. Based upon networked computer platforms, such a human-computer-human interface is to support large scale telestudy (and teleworking). The Superlnterface is to be designed or is to evolve in such a way that reliable and valid organizational foundations for university education can be established. As the organizational foundation is so paramount, the authors would like to see serious research into the modelling of Superlnterface structures, resources, and dynamics. Indications of some such research issues are presented