RELATING GTE AND KNOWLEDGE-BASED COURSEWARE ENGINEERING - SOME EPISTEMOLOGICAL ISSUES

The 'GTE approach' to create instruction, as described by Van Marcke, is related with 'courseware authoring'. ITS-approaches such as GTE and 'conventional' courseware authoring may seem diametrical approaches t o the generation of instruction. Authoring, if carried out in a princi pled, systematic, and method-supported way has been called 'Courseware Engineering'. In research on Courseware Engineering the two authors h ave attempted to extend Courseware Engineering into Knowledge-based Co urseware Engineering. This approach to authoring has much in common wi th GTE. They concern the application of knowledge-based methods and te chniques for the generation of instruction. There are basic difference s in viewpoints though and an epistemological analysis is applied in o rder to make correspondences and differences with respect to shared pr oblem issues visible. The analysis shows that from a technical point o f view a symbiosis of both approaches might be feasible and worthwhile to attempt. Differences in vision on the role of the human in authori ng remain though.