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Tessmer, Martin; Richey, Rita C. – Educational Technology Research and Development, 1997
Although context is a potent force in learning, instructional design models contain little guidance in accommodating contextual elements to improve learning and transfer. Defines context, outlines levels and types, specifies contextual factors within the types, suggests methods for conducting contextual analysis for instructional design, and…
Descriptors: Context Effect, Futures (of Society), Instructional Design, Instructional Effectiveness
Peer reviewed Peer reviewed
Tessmer, Martin; And Others – Educational Technology, Research and Development, 1990
Discusses concept learning research and theory, and examines the relationship with models of instructional design. Topics discussed include how concepts are learned; how concepts are measured; instructional design for concept learning; inferences; teaching with analogies; use of learning strategies; and new strategies for classification…
Descriptors: Classification, Concept Formation, Concept Teaching, Inferences