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140122 ||| eng |
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|a 9783642578212
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| 100 |
1 |
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|a Tennyson, Robert D.
|e [editor]
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| 245 |
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|a Automating Instructional Design: Computer-Based Development and Delivery Tools
|h Elektronische Ressource
|c edited by Robert D. Tennyson, Ann E. Barron
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| 250 |
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|a 1st ed. 1995
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| 260 |
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|a Berlin, Heidelberg
|b Springer Berlin Heidelberg
|c 1995, 1995
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| 300 |
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|a IX, 622 p
|b online resource
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|a and Keynote Paper -- 1. Automating Instructional Design: An Introduction -- 2. Infrastructure for Courseware Engineering -- 1. Planning -- 3. Instructional System Development: The Fourth Generation -- 4. Looking for the “Right” Answers or Raising the “Right” Questions? A Dialogical Approach to Automating Instructional Design -- 5. Open-Ended Learning Environments: Foundations, Assumptions, and Implications for Automated Design -- 6. Psychological Processes of Planning in Instructional Design Teams: Some Implications for Automating Instructional Design -- 7. Psychological Foundations for Automated Instructional Design -- 2. Production -- 8. Automating Decision Support in Instructional System Development: The Case of Delivery Systems -- 9. Scalability in Instructional Method Specification: An Experiment-Directed Approach -- 10. Complex Technology-Based Learning Environment -- 11. Fuzzy Logic Instructional Models: The Dynamic Construction of Programming Assignments in CASCO --
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|a 12. Integrated Courseware Engineering System -- 13. Automated Instructional Design via Instructional Transactions -- 14. Integrating Systems Thinking and Instructional Science -- 15. Automated Instructional Design Advising -- 16. Facilitating Discovery Learning in Computer-Based Simulation Environments -- 3. Implementation -- 17. Designing an Interactive Instructional Design Tool: Overcoming the Problem of Indirection -- 18. Toward a Model for Evaluating Automated Instructional Design Systems -- 19. Evaluation as a Tool for Research and Development: Issues and Trends in Its Applications in Educational Technology -- 20. Integrating and Humanizing the Process of Automating Instructional Design -- 4. Working Group Summaries -- 21. Automating the Production of Instructional Material -- 22. Automating InstructionalPlanning -- 23. Instructional System Development: Contributions to Automating Instructional Design Planning -- 24. A Model of Interaction: In Search of a Holy Grail --
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| 505 |
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|a 5. Appendem -- 25. Employment of System Dynamics in Modeling of Instructional Design (ISD4) -- Author Index
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| 653 |
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|a Software engineering
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| 653 |
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|a Computer science
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| 653 |
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|a Digital Education and Educational Technology
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| 653 |
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|a Software Engineering
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| 653 |
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|a Application software
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| 653 |
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|a Educational technology
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| 653 |
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|a Computer and Information Systems Applications
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| 653 |
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|a Theory of Computation
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| 700 |
1 |
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|a Barron, Ann E.
|e [editor]
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b SBA
|a Springer Book Archives -2004
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| 490 |
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|a NATO ASI Subseries F:, Computer and Systems Sciences
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| 028 |
5 |
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|a 10.1007/978-3-642-57821-2
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| 856 |
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|u https://doi.org/10.1007/978-3-642-57821-2?nosfx=y
|x Verlag
|3 Volltext
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|a 371.33
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|a This institute was organized and presented by an international group of scholars interested in the advancement of instructional design automation through theory, research and applied evaluation. Members of the organizing committee included Dr. Klaus Breuer from disce (Germany), Dr. Jose J. Gonzalez from Agder College of Engineering (Norway), Dr. Begofia Gros from the University of Barcelona, Dr. J. Michael Spector from the Armstrong Laboratory (USA). Dr. Gonzalez, co-director of the institute, and the staff of Agder College were directly responsible for the preparation and operation of the institute in Grimstad, Norway. The institute was held on the campus of Agder College of Engineering, July 12-23, 1993. The theme of the institute extended the initial work developed by the presenters at a NATO Advanced Research Workshop held in Sitges, Spain in 1992. During the two week institute, 21 presentations were made including papers and demonstrations. In addition to the formal presentations, working groups and on-site study groups provided opportunities for the students to participate directly in program activities. An important outcome for the working groups was the formal preparation of their efforts in chapters for this volume
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