Abstract
This chapter treats instruction as a generic knowledge-based task. In this view, the domain knowledge about the instructional process will be separated from the knowledge about the domain to be taught. The chapter presents an architecture for capturing this instructional knowledge, based on generic instructional tasks, generic instructional methods, and generic instructional primitives. The instructional process is generated by instantiating those entities in a given context or teaching situation. The instructional tasks embody the tasks to be realized by an instructor in an instructional process. They are defined in terms of a description of the contexts in which they can be instantiated, and a set of alternative methods that can be used for their realization. An instructional method is a knowledge-based representation of a method or procedure that can be used for executing a task. It contains conditions to determine when a method is to be preferred, or whether a method has succeeded in realizing a task. Finally, the instructional primitives are the primitive objects that are manipulated by the methods during the instructional process.
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Van Marcke, K. (1992). A generic task model for instruction. In: Dijkstra, S., Krammer, H.P.M., van Merriënboer, J.J.G. (eds) Instructional Models in Computer-Based Learning Environments. NATO ASI Series, vol 104. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-02840-7_11
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DOI: https://doi.org/10.1007/978-3-662-02840-7_11
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