Instructional Goals: determination and specification

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Abstract
This paper develops the argument that the form in which instructional goals are specified should depend on the nature of the knowledge underlying the particular instruction being developed. It examines the two central issues of goal determination (how goals are derived) and goal specification (how they should be represented) in order to counter the assumption that one type of goal formulation (be it via behavioural objectives, work models, or cognitive objectives) is optimal for instruction.

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