Characteristics of Cognitive Instructional Design [microform] : The Next Generation / Francis J. Di Vesta and Lloyd P. Rieber
- Bib ID:
- 5492358
- Format:
- Book and Microform
- Author:
- Di Vesta, Francis J
- Online Version:
- https://eric.ed.gov/?id=ED295636
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- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1988
- 13 p.
- Summary:
-
This discussion of the contributions that cognitive psychology can make to the next generation of instructional design methods begins by comparing behaviorally-based and cognitively-based instructional design systems. Some possible improvements in instructional design are then presented, and it is argued that cognition, or student thought processing, plays a role in learning, and that improvements can occur only when designers actively incorporate findings on information processing into the instructional process. The application of cognitive psychology to the following areas of instructional design is detailed: objectives, kinds of knowledge, learning strategies, evaluation, timing the delivery of components in instructional design, states of knowledge, and criteria for effective evaluation. Finally, the cognitive themes discussed above are incorporated into a simplified instructional design model. The text is supplemented by one figure. (17 references) (EW)
- Notes:
-
- ERIC Note: In: Proceedings of Selected Research Papers presented at the Annual Meeting of the Association for Educational Communications and Technology (New Orleans, LA, January 14-19, 1988). For the complete proceedings, see IR 013 331.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Rieber, Lloyd P, author
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1988
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