โ Scribed by Philippe C. Duchastel
No coin nor oath required. For personal study only.
There is strong interest in the field of instructional design in building expert systcmas that can provide advice to inexperienced instructional designers. This paper questions whether the expert systems model to advice-giving is in fact appropriate for a design process such as instructional design.
An alternate approach based on ease-based reasoning and the critic approach to advice-giving is considered to be better adapted to the cognitive needs of this task. The cognitive constraints of the task are used to orient the design of an instructional design workbench. The concept of an 11) workbench illustrates the direct application of cognitive science to a complex practical task in the area of design.
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Research on teacher thinking and teacher planning conducted over the past few years suggests that teachers rarely proceed in a "systematic" fashion when planning or carrying out instruction. What happens when teachers become designers of instructional materials? In a series of studies of teachers an
This paper outlines extensions of Component Display Theory to provide the type of design guidance needed for experiential computer based instructional systems. The new Component Design Theory (CDT) extends the original theory in several significant ways. Content types are extended to content structu