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ERIC Number: ED438789
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 31
Abstractor: N/A
Reference Count: N/A
Novice Instructional Design (NID) of Text.
Baylor, Amy L.
Novice instructional design (NID) is an instructional strategy where students design instruction in order to better learn information. NID by students is an increasingly common instructional activity, particularly with technology; however, there is little research regarding what the instructional designer learns by engaging in the instructional design process. This paper reports results from an experiment investigating what a person learns from novice instructional design of text-based content. The experimental design encompasses three independent variables: strategy (self-selected learning, novice instructional design); passage structure (well-defined, ill-defined); and achievement (low, high). Dependent variables include concept map comprehensiveness, example generation, and task engagement. Several statistically significant and theoretically intriguing interactions are interpreted in part by Allen and Merrill's (1985) locus of processing theory for instructional strategies. Together with interpreting these interactions, the paper provides both a conceptual background and a research methodology for evaluating NID of text-based content. (Contains 46 references.) (Author/AEF)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A