The Curriculum and Instructional Tasks: Goals, Strategies, and Tactics for Interactive Learning

  • J. Roger Hartley
Part of the NATO ASI Series book series (volume 85)


Recent curriculum debates reflect an increasing interest in the content of what is taught in the classroom. Teachers are expected to apply their pedagogy to the arrangement and support of this content so that learners can acquire new knowledge in ways that suit and utilize their prior experience and preferred learning styles. These teacher-learner considerations influence both the type and sequence of curriculum goals, and the strategic design of instructional tasks as well as their on-going tactical management. Building interactive learning systems to achieve such functions requires a semantically rich representation of domain content at the level of topics (for study planning) and of their associated procedures and concepts (for constructing task interactions). Examples are taken from knowledge-based instructional planners, and from on-line help systems where the learner has curriculum and some instructional control. This experience argues that a common pool of pragmatic/semantic links can service both topic-goal decision-making, and the content of task interactions, and that dialogue-game theory may provide a useful framework for strategic and tactical control.


Central Tendency Study Plan Intelligent Tutoring System Semantic Link Dialogue Game 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer-Verlag Berlin Heidelberg 1992

Authors and Affiliations

  • J. Roger Hartley
    • 1
  1. 1.Computer Based Learning UnitUniversity of LeedsLeedsEngland

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