special issue: gte: a generic knowledge based tutoring engine || introduction
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IntroductionAuthor(s): PETER GOODYEARSource: Instructional Science, Vol. 26, No. 3/4, Special Issue: GTE: A Generic Knowledge BasedTutoring Engine (JULY 1998), p. 145Published by: SpringerStable URL: http://www.jstor.org/stable/23371436 .
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Instructional Science 26: 145,1998. 145
Introduction
The origins of this Special Issue lie in a paper which Kris van Marcke, the
Guest Editor, submitted to the journal in 1995.1 have followed the work of
Kris and his colleagues on GTE (Generic Tutoring Environment) for some
years and indeed some of my own research has taken place in and around the
fringes of the various European R&D projects which have both illuminated, and been illuminated by, the development of GTE. During this time, there has
been no single, authoritative archival source which can be used as a reference
for GTE. I asked Kris to let Instructional Science provide a home for such a
source, by modifying the article he had submitted and by agreeing to be Guest
Editor for a special issue of the journal centred on GTE and its key ideas.
This Special Issue represents the culmination of that effort. It brings
together the work of a number of leading researchers from Europe and North
America who share an interest in the processes through which computer-aided
learning resources can be more efficiently and effectively designed and imple mented. The design and implementation of such resources, for which we can
use the shorthand term 'courseware', continues to prove a major obstacle to the widespread exploitation of computer technology in support of learning. Work on courseware engineering is therefore of great practical significance, as well as a site for painstaking enquiry into the nature of computational
approaches to teaching and instruction.
The contributors to this Special Issue were asked to reflect upon the achieve
ments, assumptions and general approach of GTE; to compare and contrast
it with their own recent research, and to use this opportunity to outline some
possibilities for future research and development work. I hope you will agree that the combination of responses to this challenge has created for us a
stimulating and very valuable collection of papers on a topic which is central
to the concerns of Instructional Science.
PETER GOODYEAR
Lancaster University, U.K.
June 1997
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