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ERIC Number: ED295636
Record Type: RIE
Publication Date: 1988-Jan
Pages: 13
Abstractor: N/A
Reference Count: 0
Characteristics of Cognitive Instructional Design: The Next Generation.
Di Vesta, Francis J.; Rieber, Lloyd P.
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)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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.