Using Cognitive Theories in the Instructional Design of Biomec

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Santana, S. & Silva, A. (2005). Using Cognitive Theories in the Instructional Design of Biomec. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 1730-1735). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/20325.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005
Montreal, Canada
June 27, 2005
ISBN 1-880094-56-8
  Piet Kommers & Griff Richards
AACE

More Information on EDMEDIA
Table of Contents

Authors

Silvina Santana, Alexander Silva, University of Aveiro, Portugal

Abstract

The instructional design is a process of translating the principles of learning and instruction to the didactical materials and it should constitute the central point in the process of planning and developing a hypermedia learning system, providing methods to translate the general or specific means and contributing for the success of the teaching-learning process. The instructional design should guide the whole development process. The cognitive and learning theories may have a positive influence on the instructional design of hypermedia learning systems and indirectly on its implementation. This work shows the application of the Theory of Meaningful Learning of Ausubel and the Theory of Cognitive Flexibility of Spiro in the development of the instructional design of Biomec. The main goal is to promote a learning of Classic Mechanics' concepts that are significative in the cognitive structure of the primary users of these systems.

Keywords

• Cognition
• Instructional Design
• Instructional Materials
• Teaching Methods
• Multimedia

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