On Modeling the Instructional Content in Computer Assisted Education

Abstract

This paper presents a solution for conceptually modeling the instructional content in computer-assisted education. The different cognitive style of learners imposes different modalities of presenting and structuring the information (the pedagogical knowledge) to be taught. Conceptual organization of the training domain knowledge, with learning stages phasing, can constitute a better solution to the problem of adapting the instructional system interaction to users with different cognitive style and needs.