Adventures and Advances in Instructional Design Theory and Practice

Learning is fundamentally about change – persistent change in a person’s abilities, attitudes, beliefs, knowledge, mental models, and skills. In the past, technology to support learning has been touted as offering many opportunities for dramatic improvements in learning. Unfortunately, many of these so-called advanced learning technologies have not resulted in substantial and sustained improvements in learning. Critical to progress in improving learning is measuring a person’s abilities, attitudes, beliefs, knowledge and so on before, during, after, and long after instruction. Such assessments are rarely made in a way that can demonstrate that learning has occurred. These assessments are even more challenging when the domain of interest involves complex and ill-structured problems. In this chapter, some progress in assessing learning in complex problem domains will be described.

[1]  Dirk Ifenthaler,et al.  Planning and Assessing Navigation in Model-Centered Learning Environments. Why Learners Often Do Not Follow the Path Laid Out for Them , 2005 .

[2]  Marcelo Milrad,et al.  Model facilitated learning , 2003 .

[3]  A. Paivio.  Mental Representations: A Dual Coding Approach , 1986 .

[4]  J. Michael Spector,et al.  Integrated and Holistic Perspectives on Learning, Instruction and Technology , 2000 .

[5]  F. Paas,et al.  Cognitive Load Theory and Instructional Design: Recent Developments , 2003 .

[6]  Petrus A.M. Kommers,et al.  Concept Mapping as a Medium of Shared Cognition in Computer-Supported Collaborative Problem Solving , 2002 .

[7]  Jeroen J. G. van Merriënboer,et al.  Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training , 1997 .

[8]  Susan E. Newman,et al.  Cognitive Apprenticeship: Teaching the Craft of Reading, Writing, and Mathematics. Technical Report No. 403. , 1987 .

[9]  Johanna Pöysä,et al.  Conditions of ICT-based design for learning communities , 2003 .

[10]  Andrea Gregg,et al.  Learning From Doing: Lessons Learned From Designing and Developing an Educational Software Within a Heterogeneous Group , 2021, Int. J. Web Based Learn. Teach. Technol..

[11]  Joseph D. Novak,et al.  Learning creating and using knowledge: Concept maps as facilitative tools , 1998 .

[12]  John R Anderson,et al.  An integrated theory of the mind. , 2004, Psychological review.

[13]  Roger W. Schvaneveldt,et al.  Pathfinder associative networks: studies in knowledge organization , 1990 .

[14]  John Sweller,et al.  Cognitive Load Theory , 2020, Encyclopedia of Education and Information Technologies.

[15]  M. David Merrill,et al.  First principles of instruction , 2012 .

[16]  Edsger W. Dijkstra,et al.  The humble programmer , 1972, CACM.

[17]  P. Suppes.  Impact of research on education : some case studies , 1978 .

[18]  Somaiya Naidu.  Learning and Teaching with Technology : Principles and Practices , 2003 .

[19]  R. Kozma.  Will media influence learning? Reframing the debate , 1994 .

[20]  Jan Elen,et al.  Linking ICT, Knowledge Domains, and Learning Support for the Design of Learning Environments , 2004 .

[21]  G. A. Miller.  THE PSYCHOLOGICAL REVIEW THE MAGICAL NUMBER SEVEN, PLUS OR MINUS TWO: SOME LIMITS ON OUR CAPACITY FOR PROCESSING INFORMATION 1 , 1956 .

[22]  Dirk Ifenthaler,et al.  The measurement of change : learning-dependent progression of mental models , 2005 .

[23]  J. Michael Spector,et al.  Automating instructional design : concepts and issues , 1993 .

[24]  Robert B. Kozma,et al.  A reply: Media and methods , 1994 .

[25]  Howard Gardner,et al.  Multiple approaches to understanding , 2009 .

[26]  D. Schwartz,et al.  Toward the development of flexibly adaptive instructional design , 1999 .

[27]  Ann L. Brown,et al.  How people learn: Brain, mind, experience, and school. , 1999 .

[28]  David H. Jonassen,et al.  Modeling with Technology: Mindtools for Conceptual Change , 2005 .

[29]  K. Anders Ericsson,et al.  Attaining Excellence Through Deliberate Practice: Insights from the Study of Expert Performance , 2008 .

[30]  Ok-choon Park,et al.  Hypermedia: functional features and research issues , 1991 .

[31]  James C. Lester,et al.  The Case for Social Agency in Computer-Based Teaching: Do Students Learn More Deeply When They Interact With Animated Pedagogical Agents? , 2001 .

[32]  Roy B. Clariana,et al.  A Technique for Automatically Scoring Open-Ended Concept Maps , 2006 .

[33]  R. Clark.  Media will never influence learning , 1994 .

[34]  L. Resnick,et al.  Knowing, Learning, and Instruction , 2018 .

[35]  J. Sweller.  Evolution of human cognitive architecture , 2003 .

[36]  Dirk Ifenthaler,et al.  Relational, structural, and semantic analysis of graphical representations and concept maps , 2010 .

[37]  Dietrich Dorner,et al.  The Logic of Failure: Why Things Go Wrong and What We Can Do to Make Them Right , 1996 .

[38]  E. Salas,et al.  Team cognition : understanding the factors that drive process and performance , 2004 .

[39]  Dirk Ifenthaler,et al.  The Role of Cognitive Learning Strategies and Intellectual Abilities in Mental Model Building Processes , 2007 .

[40]  Charles M. Reigeluth,et al.  Instructional-design Theories and Models : A New Paradigm of Instructional Theory, Volume II , 1999 .