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ERIC Number: ED334268
Record Type: RIE
Publication Date: 1991-Apr
Pages: 19
Abstractor: N/A
Reference Count: N/A
Reconceptualizing the Instructional Design Process: Lessons Learned from Cognitive Science.
Nelson, Wayne A.; Orey, Michael A.
Research in cognitive science that can be incorporated into the instructional design process is summarized. Instructional design shares many features common to other types of design, but its models do not support the kinds of cognitive activities necessary for successful design. Assumptions about learning provided by the descriptions of cognitive science also represent challenges to current instructional design models. Decisions made about instruction should reflect these assumptions, but this is difficult to achieve unless the designer is aware of the assumptions and the model used to guide decision making supports those assumptions. The necessity of developing new tools and analytical procedures for instructional design is discussed. The tools used to design instruction must reflect the assumptions about learning that are inherent in cognitive science theories. The role of the designer may have to be redefined in the next generation of instructional design to reflect the disciplines' commonalities with knowledge engineering. The development of a sufficient knowledge base related to specific design problems and solutions is also critical. One flowchart and a 61-item list of references are included. (TJH)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Cognitive Sciences
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).