Abstract

In this paper we argue that existing understanding of human cognition has much to offer the design of instructional systems and materials, and that new technologies, such as hypertext, in harness with traditional techniques, provide opportunities for extending the mapping of cognitive principles to instructional design. Following a review of types of knowledge, cognitive styles and strategies within a CAL framework, the advantages of learning support environments over other CAL approaches are discussed. Such environments are presented as extensions to hypertext which incorporate various generic features for learning applications. The need for evaluation of learning which is dynamic and internal to the learning tasks is stressed.