A model & support tool for modeling the computer-based/e-instructional process
While in psychology instruction appears as a binder and an intersection between conscience, activity and personality structures, in didactics, at individual level, instruction is conceived as a bi-dimensional activity that involves both teaching and learning. The internal dichotomy of this activity has lead during history to learning theories (in psychological plan, concerning the learner) and to teaching techniques, models and methods – as embryos of instructional theories (in didactics plan, one considers ab initio that here both teaching and learning are concerned). This unity between teaching and learning is axiomatic in didactics. In this paper, we present both a model and a correspondent support tool that offers support for the actors involved in each stage of the instructional process in a Computer-Based Instructional (CBI) environment. It provides for the pre-requisites settling, for definition of the instruction objectives that correspond to a given syllabus, for analysis of the factors that influence the instruction process, for design of an appropriate didactic strategy, and finally for evaluation of the characteristics and results of this process. Some capabilities of this integrated tool can provide (semi-) automated support for some parts of the traditional instructional process.