Incorporating Cognitive Learning Theory & Instructional Design Models in Graduate-Level Multimedia Development Courses

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Tarcy, D. (2002). Incorporating Cognitive Learning Theory & Instructional Design Models in Graduate-Level Multimedia Development Courses. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2002 (pp. 915-916). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/10905.

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2002
Nashville, Tennessee, USA
2002
  Dee Anna Willis, Jerry Price & Niki Davis
AACE

More Information on SITE
Table of Contents

Author

David Tarcy, New York University, USA

Abstract

This paper is a description of two, graduate-level, multimedia development courses taught at New York University during the fall term of 2001. One course emphasized an instructional design model to guide the development of student projects, the other focused on cognitive learning theory associated with media types, both shared some learning theory content. A qualitative analysis of the projects and experiences of the students accompanies instructor reflection on the varied approaches. The practice of teacher education may be informed by the discussion of course development incorporating the 'living systems' instructional design process and cognitive learning theory. Theory topics included: cognitive load theory, information processing and models of memory, cognitive flexibility theory, dual-coding theory and its descendents.

Keywords

• Cognition
• Instructional Design

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