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Full-Text Articles in Education
Elaboration Theory And Cognitive Psychology, M. Merrill, Jeffrey Kelety, Brent Wilson
Elaboration Theory And Cognitive Psychology, M. Merrill, Jeffrey Kelety, Brent Wilson
Brent Wilson
Describes the Elaboration Theory of Instruction (ETI) and charts its correspondence with several major principles drawn from contemporary cognitive psychology. Components of the ETI are related to current models of knowledge representation, schema theory, memory processes, and earlier cognitive based instructional frameworks. Fifty-three references are listed.
Computers And Instructional Design: Component Display Theory In Transition, Brent Wilson
Computers And Instructional Design: Component Display Theory In Transition, Brent Wilson
Brent Wilson
Component display theory (CDT) is used as a working example in this examination of the relationship between instructional design theory and computer assisted instruction (CAI) models. Two basic approaches to instructional design--the analytic and the holistic methods--are reviewed, and four elements of CDT are described: (1) content types, including facts, concepts, procedures, and principles; (2) the performance outcomes of use and remember; (3) primary presentation forms, i.e., basic presentations of definitions, examples, and practice cases; and (4) secondary presentation forms such as "help" displays, elaboration, analogies, and advance organizers. Some of the rules and procedures tying these elements together are …
Cognitive Apprenticeships: An Instructional Design Review, Brent Wilson, Peggy Cole
Cognitive Apprenticeships: An Instructional Design Review, Brent Wilson, Peggy Cole
Brent Wilson
This discussion of the relationship between two related disciplines--cognitive psychology and instructional design (ID)--characterizes instructional design as a more applied discipline, which concerns itself more with prescriptions and models for designing instruction, while instructional psychologists conduct empirical research on learning and instructional processes. It is posited that a problem-solving orientation to education is needed if schoo]s are to achieve substantial learning outcomes, and the concept of cognitive apprenticeships, which emphasize returning instruction to settings where worthwhile problems can be worked with and solved, is proposed as a possible solution to this problem. A brief review of ID models focuses on …