Computer assisted learning: from process control paradigm to information resource paradigm

Computer assisted learning (CAL) has several dimensions. This article highlights only one of those dimensions: the degree to which the computer controls the learning process during a CAL session. Until recently the dominant guiding principle for CAL was the tutor metaphor. Experience with three decades of CAL in operation (only occasionally with satisfactory results), and two decades of research on intelligent CAL has brought increasing doubts about the general value of this guiding principle. The basic problem with ICAL is that we still don't know much about the fundamental principles of tutoring. We believe that research on the subject of intelligent tutoring is important for psychology of learning and instruction but also that it should be treated as such. Intelligent tutoring cannot be presented as THE solution for the shortcomings of traditional CAL. I will argue that dissatisfaction in general with traditional CAL, recognition of fundamental problems with ICAL for most domains and the advent of low cost high density storage media make the time right to direct more attention to multimedial information resources.