The Evolution of Instructional Design Principles for Intelligent Computer-Assisted Instruction.
CHRISTOPHER J. DEDE, Kathleen M. Swigger · Journal of Instructional Development · 1988
Since the early use of computers for educational purposes, one approach to instructional applications, computerassisted instruction (CAI), has been dominant. This paradigm is designed to optimize the teaching capabilities of the computer, given the constraints of slow processor speed, small internal memory, limited external storage, and expensive user access. Because these constraints have been universal during the first four decades of computer evolution-especially for schools with limited financial resources per studentuntil recently CAI has been the predominant methodology used for instructional computing. In 1970, a research scientist in artificial intelligence, Dr. Jaime Carbonell, put forward an alternative paradigm for using the computer as teacher (Carbonell, 1970). His approach, termed intelligent computer-assisted instruction (ICAI), was designed to optimize the teaching capabilities of the computer based upon opposite assumptions about hardware: fast processors, large internal and external memories, and inexpensive availability to users. Initially, due to limited computer power, ICAI applications were created only by small groups of researchers at advanced facilities. Within the next five