Abstract
Research and development of instructional computing systems (ICSs) are exploring the frontiers of knowledge in both computing and instructional sciences. While these efforts are slowly advancing knowledge, they have not yet produced practical ICSs that can be readily used in educational settings. I propose a retreat to regions where knowledge is relatively more firmly established, regions I call “merely” state-of-the-art. Specifically, a state-of-the-art ICS would be built on knowledge of computing systems and instruction that is available now rather than on knowledge in the process of being found by research at the frontier. I propose developing a state-of-the-art ICS that teaches learners how to read so that their comprehension exceeds that gained by reading a superior textbook. I sketch a theory of instruction that underlies the instructional features of a state-of-the-art ICS focussed on this objective. Then, I illustrate in “paperware” form what this ICS might look like. I conclude by describing how work at the frontier of ICSs can be advanced by using a state-of-the-art ICS to bootstrap knowledge needed.
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© 1992 Springer-Verlag Berlin Heidelberg
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Winne, P.H. (1992). State-of-the-Art Instructional Computing Systems that Afford Instruction and Bootstrap Research. In: Jones, M., Winne, P.H. (eds) Adaptive Learning Environments. NATO ASI Series, vol 85. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-77512-3_19
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