On Modeling the Instructional Content in Computer Assisted Education

This paper presents a solution for conceptually modeling the instructionalcontent in computer-assisted education. The different cognitive style of learnersimposes different modalities of presenting and structuring the information (thepedagogical knowledge) to be taught. Conceptual organization of the training domainknowledge, with learning stages phasing, can constitute a better solution to the problemof adapting the instructional system interaction to users with different cognitive styleand needs.