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CBT Data /Knowledge Acquisition: Using Knowledge Objects to Prototype Courseware

机译：CBT数据/知识获取：使用知识对象来编写课件原型

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One of the major factors underlying the considerable initial costs of CBT development is the time required of specialists: Programmers, instructional designers, authors, and subject matter experts (SMEs). The SME occupies a pivotal role in the success or failure of any instructional design project. Ideally the SME can save the developers vital production time when he or she provides them annotated or structured documentation that shows how concepts and skills fit together in a given piece of curriculum. Although knowledge acquisition has long been recognized as a linchpin process in the development of courseware, the process for collecting the vital content data has been based primarily on unstructured interviews and focus groups which often result in unclearly specified or misspecified requirements. The following is an approach to knowledge acquisition that will reduce the time required of an SME, while making that time spent more focused and useful for the production process. Knowledge acquisition as conceptualized here is based on instructional design research that has successfully used an object-oriented view of the design process. The subject matter knowledge of an SME is viewed as structured content that can be organized into a pedagogical structure, that will translate into instructional delivery decisions. Knowledge acquisition is further viewed as an early step in an iterative instructional design process that minimizes risk for the designers as well as the client. We find that a courseware engineering model that emphasizes rapid prototyping is most compatible with our views of the instructional design process as inherently iterative.

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