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Designing Effective Computer-Based Learning Materials
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Author(s): Mohamed Ally (Athabasca University, Canada)
Copyright: 2005
Pages: 9
Source title:
Encyclopedia of Distance Learning
Source Author(s)/Editor(s): Caroline Howard (HC Consulting, USA), Judith V. Boettcher (Designing for Learning, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong), Karen D. Schenk (K. D. Schenk and Associates Consulting, USA), Patricia L. Rogers (Bemidji State University, USA)and Gary A. Berg (California State University Channel Islands (Retired), USA)
DOI: 10.4018/978-1-59140-555-9.ch077
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Abstract
This entry begins by discussing the history of computer-based learning (CBL), followed by a description of learning theories and instructional design models that are being used to design CBL materials. The chapter concludes by proposing a model for designing CBL materials. The model proposed is based on current instructional design models but goes beyond these models by suggesting the use of intelligent agents to capitalize on the power of the computer in CBL. Instructors and tutors working in CBL one-to-one environments claim that it takes more time to design, develop, and deliver instruction when compared to face-to-face delivery. The main reason for extra time is the lack of use of the power of the computer in CBL. The author is suggesting the use of intelligent agents in the design, development, and delivery of instructions in CBL. Intelligent agents can be used to conduct learner analysis after interacting with the learner, assemble the content, and prescribe instructional strategies for individual learners after forming a profile of the learner. Intelligent agents can also be used to manage learners’ interaction and participation in the CBL process, freeing the tutor to do other human-related tasks. Wooldridge and Jennings (1995) defined an intelligent agent as a computer system that is capable of flexible autonomous action in order to meet its design objectives
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