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Goals for automated instructional systems: analysis of content. (English)
J. Struct. Learn. Intell. Syst. 13, No. 3-4, 215-226 (1999).
Developments in structural learning theory over the past two decades have contributed to the general understanding of knowledge representation in memory. Knowledge is viewed as more than a mere association or connection of concepts but rather as a dynamic mental model of content and effects. Effects include values, feelings, attitudes, and appropriateness, among other non-content aspects, all of which are relative to situational context. Instructional design theory is now attempting to deal with knowledge representations that go beyond declarative and procedural. In this article, I present a methodology for information analysis that employs an integrated instructional design theory. Extending theoretical work in structural learning theory, I propose an analysis based on a modular or contextual knowledge representation. Contextual modular analysis provides an initial instructional schema that accounts for the dynamic and complex nature of mental models. (Abstract)
Classification: C30
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