Abstract
Systems which provide intelligent performance support for instructional development are the focus of this chapter. The discussion will focus on two of the more successful efforts. One effort (AGD) supports the upstream analysis and planning tasks associated with designing distance learning curricula and courses. AGD adopts a strategy intended to extend the capabilities of less experienced designers. The other effort (GTE) supports the downstream development and implementation tasks associated with the construction of intelligent tutoring systems. GTE adopts a strategy intended to replace the capabilities of an experienced courseware developer. Because the differences in these two systems are quite significant, and because each of these systems has been succesful within its targeted domain of application, it is interesting to consider their characteristics and contributions. What will become clear from these and other efforts is that the activity of attempting to automate complex processes provides deep insight into those processes.
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Spector, M. (1999). Intelligent Support for Instructional Development: Approaches and Limits. In: van den Akker, J., Branch, R.M., Gustafson, K., Nieveen, N., Plomp, T. (eds) Design Approaches and Tools in Education and Training. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4255-7_23
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DOI: https://doi.org/10.1007/978-94-011-4255-7_23
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