Combining Instructional Models and Enabling Technologies to Embed Best Practices in Course Instructional Design
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Malone, P.M., Schryer, C.F. & Rossner-Merrill, V. (2000). Combining Instructional Models and Enabling Technologies to Embed Best Practices in Course Instructional Design. In J. Bourdeau & R. Heller (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2000 (pp. 1685-1686). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16437.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2000
Jacqueline Bourdeau & Rachelle Heller
More Information on EDMEDIA
Table of Contents
Two distinct fields of educational activity should inform instructional design of courses using teaching technologies. These are cognitive theory and instructional theory. Cognitive psychologists tend to analyze cognitive structures and processes at a conceptual level without due regard to how these may be implemented in the instructional setting. Conversely, content designers and instructors do not often recognize the value of undertaking the analysis of content and teaching practices from a cognitive analytic perspective (Reusser, 1993). We propose that one means to combine the best practices of both fields in teaching and learning is to ensure that the instructional design process integrates both perspectives. Three principles inform the proposed framework of design. · Selected models of instruction that best support the teacher's purpose for mastery of content, and the selection of enabling technologies that mirror the selected model of instruction are combined in the design process. · Models of instruction and enabling technologies are selected according to the nature of the content to be learned, the teaching styles and preferences of instructors, and the learners concerned. · Promoting and supporting development of the active nature of the learner underscores the entire design process. The development of this framework took place through a recursive process of experimentation and teaching in two different university courses. The campus course uses concept-mapping software as a teaching aid and as a study aid for students needing to master the more difficult and abstract content areas in the study of German Thought and Culture. The software used was chosen for its ability to mirror the 'meaningful learning' model of instruction developed by (Ausubel, Novak & Hanesian, 1978) and (Novak, 1998). The online course, Introduction to Academic Writing, uses a Web site as the primary teaching tool and its design mirrors the 'expert instructional scaffolding' model of learning developed by (Hildyard, 1996). This model supports the need to ladder content into instructor supported incremental steps that allows modeling of best writing practices through interactive feedback processes.
- A Learning Object Life Cycle
- Adaptive Website Chunking: What You See is What You Need
- Teachiing with Technology: A constructivist/cognitivist model
- Applying Cognitive Learning Theory to Design a Hypermedia-enhanced Learning Environment
- Theories for Instructional System Design: A Critical Review
- Learning Objects in Context
- Learning Theory and Instruction Design Using Learning Objects
- From Pebbles to Boulders: Information Chunking in Educational Websites
- The Design and Development of Second Generation Learning Objects
- Learning Object Lifecycle: From Conception to Reuse
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