共查询到20条相似文献，搜索用时 610 毫秒
1.
Richard E. Redding 《Distance Education》1995,16(1):88-106
The increasing complexity of the subjectmatters taught through distance education calls for a cognitive approach to instructional design. Cognitive task analysis‐based instructional design (CTA‐BID) is especially appropriate for distance education, which requires high‐fidelity instructional materials that teach cognitive content with little or no classroom instruction. CTA‐BID organises instructional materials around the results of a cognitive task analysis that identifies the optimal knowledge structures, mental models, strategies, and skills underlying expertise in the subject matter. CTA‐BID has produced innovative instructional programmes aimed at teaching cognitive skills, accelerating the development of expertise, and improving student performance and training efficiency. This article provides an overview of CTA‐BID and its applications in the design of instructional and testing materials for distance education. I also review recent developments in education, psychology, and instructional design that complement CTA‐BID. 相似文献
2.
William L. Solomonson 《Performance Improvement》2008,47(7):12-19
The instructional designer faces the dual task of driving the instructional design process while managing a positive relationship with the subject matter expert. It is this latter task of relationship management that is often overlooked in practice and research in the field of human performance technology. 相似文献
3.
Lynna J. Ausburn Floyd B. Ausburn 《Educational technology research and development : ETR & D》1978,26(4):337-354
A fresh approach to instructional design, one that emphasizes the importance of cognitive style as a learner characteristic,
is presented here. The authors report that 11 dimensions of the characteristic have been found, suggesting that individuals
differ in the way they process information. Noting that cognitive styles are stable, resistant to change by training and bear
little relation to general ability, the authors advocate assisting the learner whose information-processing pattern is not
compatible with the task to be learned by plannedsupplantation involving overt alteration of the task requirement with which the learner is having difficulty. They propose a three-step
instructional design plan with which to move“beyond individual instruction to individualized instruction” in which“differences
in learners need not result in differences in learning.” 相似文献
4.
Some implications of cognitive theory for instructional design 总被引：3，自引：1，他引：3
William Winn 《Instructional Science》1990,19(1):53-69
This article examines some of the implications of recent developments in cognitive theory for instructional design. It is argued that behavioral theory is inadequate to prescribe instructional strategies that teach for understanding. Examples of how instructional designers have adopted relevant aspects of cognitive theory are described. However, it is argued that such adoption is only a first step. The growing body of evidence for the indeterminism of human cognition requires even further changes in how instructional designers think and act. A number of bodies of scholarly research and opinion are cited in support of this claim. Three implications of cognitive theory for design are offered: instructional strategies need to be developed to counter the reductionism implicit in task analysis; design needs to be integrated into the implementation of instruction; designers should work from a thorough knowledge of theory not just from design procedures. 相似文献
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6.
Cognitive load theory,educational research,and instructional design: some food for thought 总被引：1，自引：0，他引：1
Ton de Jong 《Instructional Science》2010,38(2):105-134
Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic
idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires
too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the
use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably
and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and
the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related
issues. It concludes by presenting a research agenda for future studies of cognitive load. 相似文献
7.
Hypertext as instructional design 总被引：2，自引：0，他引：2
In this article, hypertext is compared with instructional design principles and processes. Contrary to initial perceptions,
hypertext can be considered to be theoretically and operationally consistent with instructional design in that both share
theoretical foundations in cognitive and systems theory and practical elements of learning environment design. The ability
to tailor and extend the functionality of hypertext systems makes them powerful environments for authoring, designing, and
displaying most instructional designs. Hypertext systems also can combine the roles of designer and learner by creating a
collaborative environment in which the learner can annotate, amend, or author both content and structural elements of the
hypertext. 相似文献
8.
9.
William Winn 《Instructional Science》1987,16(1):59-77
In instructional design, decisions about which instructional methods to use are made well in advance of their implementation. While expert teachers select methods while instruction is underway and are well placed to adapt instruction to changing conditions, designers must try to predict ahead of time how instructional conditions will change. This is difficult to do because design procedures are non-deterministic and instructional theory is incomplete. In intelligent instructional systems, it is possible to shift certain aspects of decision-making back to the implementation phase of instruction. This enables systems to adapt to changing conditions and to present information in a variety of formats. The designer becomes less concerned with selecting methods and puts more effort into writing rules that allow systems to select methods once instruction has begun. 相似文献
10.
Olugbemiro J. Jegede James C. Taylor Peter Akinsola Okebukola 《Research in Science Education》1991,21(1):198-207
Most of the curriculum design models within the technical-scientific approach utilise the rational and sequential process
of designing and inter-relating the various elements of the design process. While this procedure may be efficient and adequate
for conventional education in which the designers are professional science educators, there is doubt if it satisfies the particular
needs of distance education.
The experience accumulated through a multi-disciplinary team approach to distance learning courseware development for higher
education at the University of Southern Queensland Distance Education Centre motivated this study which primarily focused
on a search for an alternative approach to curriculum development with a more satisfactory functional value.
Using selected units in Engineering as a focus, an experiment was designed in which a variant of the classical Wheeler model
was used. This paper reports the results of this experiment. The implications for contemporary curriculum development initiatives
in science especially within distance education settings are pointed out.
Specializations: science education, learning strategies, curriculum development, instructional design, research and development in distance
education.
Specializations: Cognitive Science, curriculum development, instructional design, expert systems, research and development in distance education.
Specializations: science education, learning strategies, curriculum development, instructional design, research and development in distance
education. 相似文献
11.
12.
The field of cognitive science is contributing significantly to the research and theory on learning, and to the development
of intelligent tutoring systems. The instructional design literature indicates an interest in cognitive theory as well as
attempts to integrate it into our theory and research base. However, cognitive psychologists do not necessarily find this
synthesis satisfactory. The purpose of this article is to point out the conflicts, so that instructional designers can be
aware of the nature of our coexistence.
This paper was written while the author was with Human Resources Research Organization, Alexandria, VA. 相似文献
13.
Paola Foreheri Maria Teresa Molfino 《British journal of educational technology : journal of the Council for Educational Technology》1995,26(1):42-54
The main task of an educational system is to generate instructional situations which induce students to learn knowledge and problem solving abilities as applied to a cognitive domain.
To this end, an instructional dialogue must be seen as a process aimed at making student and teacher learn from each other: the student has to learn the subject matter from the teacher, while the teacher has in turn to learn from the student how to regulate instructional interaction. The process relies on different kinds of expert knowledge: experience of the domain, about the actual student, and of teaching methods and objectives. This means that an instructional dialogue cannot be realised without an explicit representation of all the kinds of knowledge involved.
Research has established that Knowledge Based Educational Systems (KBESs) can be the keystone in building effective learning tools, but because of the difficulty in realising a system of this kind, most existing systems are prototypes and are intended only as workbenches for the computational analysis of educational processes.
This paper analyses the main problems which underlie the realisation of such systems, with reference to research into knowledge based systems intended for use with teaching/learning mathematics. 相似文献
To this end, an instructional dialogue must be seen as a process aimed at making student and teacher learn from each other: the student has to learn the subject matter from the teacher, while the teacher has in turn to learn from the student how to regulate instructional interaction. The process relies on different kinds of expert knowledge: experience of the domain, about the actual student, and of teaching methods and objectives. This means that an instructional dialogue cannot be realised without an explicit representation of all the kinds of knowledge involved.
Research has established that Knowledge Based Educational Systems (KBESs) can be the keystone in building effective learning tools, but because of the difficulty in realising a system of this kind, most existing systems are prototypes and are intended only as workbenches for the computational analysis of educational processes.
This paper analyses the main problems which underlie the realisation of such systems, with reference to research into knowledge based systems intended for use with teaching/learning mathematics. 相似文献
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15.
Instructional strategies and tactics for the design of introductory computer programming courses in high school 总被引：2，自引：0，他引：2
This article offers an examination of instructional strategies and tactics for the design of introductory computer programming courses in high school. We distinguish the Expert, Spiral and Reading approach as groups of instructional strategies that mainly differ in their general design plan to control students' processing load. In order, they emphasize topdown program design, incremental learning, and program modification and amplification. In contrast, tactics are specific design plans that prescribe methods to reach desired learning outcomes under given circumstances. Based on ACT* (Anderson, 1983) and relevant research, we distinguish between declarative and procedural instruction and present six tactics which can be used both to design courses and to evaluate strategies. Three tactics for declarative instruction involve concrete computer models, programming plans and design diagrams; three tactics for procedural instruction involve worked-out examples, practice of basic cognitive skills and task variation. In our evaluation of groups of instructional strategies, the Reading approach has been found to be superior to the Expert and Spiral approaches.The authors wish to express their gratitude to Sanne Dijkstra, Otto Jelsma and Georg Rakers for their helpful comments on a draft of this article. Correspondence concerning this article should be addressed to Jeroen J. G. van Merrienboer.Notes 相似文献
16.
Instructional design is confronted with the need to take research outcomes of cognitive research into account. In this contribution a research-framework is presented as a first step toward the construction of a more encompassing cognitive instructional design model (CID-model). A strategy “ConStruct” is described which enables instructional designers to evaluate the structure of information in instructional texts from a cognitive point of view. This strategy is an example of the way in which cognitive research outcomes can be implemented in the design of printed self-study packages. 相似文献
17.
A review of cognitive teaching models 总被引：3，自引：0，他引：3
18.
Supporting Programming and Learning-to-Program with an Integrated CAD and Scaffolding Workbench* 总被引：1，自引：0，他引：1
Mark Guzdial Luke Hohmann Michael Konneman Christopher Walton Elliot Soloway 《Interactive Learning Environments》2013,21(1-2):143-179
Programming is a complex cognitive task for students, because of the difficulty of finding the appropriate elements (the “decomposition” problem) and integrating them correctly into a whole (the “composition” problem). Programming is also hard to learn, because so much of the thinking behind a program is implicit and the process of programming is long and complicated. Our approach is to integrate a computer-aided design tool (CAD) with scaffolding to create a single, cohesive, and coherent workbench for the entire process. Our workbench is called the GPCeditor. We have evaluated its use by high-school students. Our results suggest that students program well in the GPCeditor, they learn good programming practices, and that the learning is occurring through use of the GPCeditor. 相似文献
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20.
Knowledge management tools for instructional design 总被引：1，自引：0，他引：1
Advances in computer technology typically find their way into education after a short generation of success in other settings.
This is an elaboration of one such technology—knowledge management systems (KMS)—and its application to instructional design.
An examination of the development of KMS from information systems. computer-supported collaborative work environments and
object-oriented systems, leads to a discussion of reusability. The focus is on the use of KMS by instructional designers.
A conceptual framework for distributed instructional design is provided along with examples of support tools. These tools
and the associated design framework are in use, and anecdotal evidence of effects and impact is provided. As such tools become
more widely used to support the planning, implementation and management of instructional systems and learning environments,
it is reasonable to expect the nature of instructional design practice to change. 相似文献