Abstract
The goals of the modern Computer-assisted Instruction systems are ultimately achievable only through the application of artificial intelligence techniques to the implementation of teaching strategies. The author of the traditional Computer-assisted Instruction course must explicitly predict and program all possible paths through the lessons, including backward branches for review or remediation. The use of planning techniques when defining the global teaching strategy allows the creation of large, individualized courses which handle broader subject areas than most Intelligent tutoring systems, but at the same time avoid the rigidity of traditional Computerassisted Instruction systems. The generalized algorithms of Planning and Executive subsystems are described. The architecture of a knowledge-managed tutoring system which is viewed as the interrelation of three physically independent but logically linked models (the domain, the teaching strategy, and the student) is presented.
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