Topic
Instructional design
About: Instructional design is a research topic. Over the lifetime, 20817 publications have been published within this topic receiving 466305 citations.
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TL;DR: In this article, the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load, and it is shown that the advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance.
Abstract: Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.
5,199 citations
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01 Oct 2000
TL;DR: Whether people learn more deeply when ideas are expressed in words and pictures rather than in words alone is examined, and Richard E. Mayer examines the cognitive theory of multimedia learning.
Abstract: For hundreds of years verbal messages such as lectures and printed lessons have been the primary means of explaining ideas to learners. Although verbal learning offers a powerful tool, this book explores ways of going beyond the purely verbal. Recent advances in graphics technology and information technology have prompted new efforts to understand the potential of multimedia learning as a means of promoting human understanding. In Multimedia Learning, Second Edition, Richard E. Mayer examines whether people learn more deeply when ideas are expressed in words and pictures rather than in words alone. He reviews 12 principles of instructional design that are based on experimental research studies and grounded in a theory of how people learn from words and pictures. The result is what Mayer calls the cognitive theory of multimedia learning, a theory first developed in the first edition of Multimedia Learning and further developed in The Cambridge Handbook of Multimedia Learning.
4,295 citations
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01 Jan 1974TL;DR: This chapter discusses Instructional Design, which focuses on the design of Instructional Systems, and Varieties of Learning, which examines the combination of Information, Motor Skills, and Attitudes that make up a learning environment.
Abstract: PART I: INTRODUCTION TO INSTRUCTIONAL SYSTEMS. 1. Introduction to Instructional Design. 2. Designing Instructional Systems. 3. The Outcomes of Instruction. 4. Varieties of Learning: Intellectual Skills and Strategies. 5. Varieties of Learning: Information, Motor Skills, and Attitudes. 6. The Learner. PART II: BASIC PROCESSES IN LEARNING AND INSTRUCTION. 7. Defining Performance Objectives. 8. Analysis of a Learning Task. 9. Designing Instructional Sequences. 10. The Events of Instruction. 11. Technology Affordances. 12. Designing the Individual Lesson. 13. Assessing Student Performance. 14. Group Learning Environments. 15. Online Learning. 16. Evaluating Instruction.
3,706 citations
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TL;DR: The goal in this paper is to provide a clear link between the theoretical principles of constructivism, the practice of instructional design, and thepractice of teaching.
Abstract: It is said that there’s nothing so practical as good theory. It may also be said that there’s nothing so theoretically interesting as good practice 1 . This is particularly true of efforts to relate constructivism as a theory of learning to the practice of instruction. Our goal in this paper is to provide a clear link between the theoretical principles of constructivism, the practice of instructional design, and the practice of teaching. We will begin with a basic characterization of constructivism identifying what we believe to be the central principles in learning and understanding. We will then identify and elaborate on eight instructional principles for the design of a constructivist learning environment. Finally, we will examine what we consider to be one of the best exemplars of a constructivist learning environment -- Problem Based Learning as described by Barrows (1985, 1986, 1992).
2,901 citations
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TL;DR: In this article, it is suggested that when considering intellectual activities, schema acquisition and automation are the primary mechanisms of learning and that extraneous cognitive load that interferes with learning only is a problem under conditions of high cognitive load caused by high element interactivity.
2,895 citations