Proposes a criterion for selecting a sequence of objectives from a learning hierarchy and describes a sequence generating algorithm which is designed to generate a minimal memory load sequence from a learning tree. Its effectiveness in generating low memory load sequences from hierarchies that are not trees is also discussed. (RP)

Reviews literature on conceptual conflict as facilitator of student learning and alternative conceptions, describes theories explaining occurence of alternative conceptions and conflict role in conceptual change, discusses a model of learning as conceptual change and its instructional implications, and presents results of studies which apply the…

Describes a microcomputer-based system for diagnosing children's multiplication errors which incorporates the knowledge base of all known systematic multiplication errors, and utilizes a modular approach to cope with the program's complexity. Each module's function, how the programs interact, and the design of pupil-machine interaction are…

Outlines Component Design Theory, which is based on the author's earlier Component Display Theory, and provides the instructional design guidance needed for experiential computer based instructional systems. Highlights include a contrast between tutorial and experiential instructional models, content structures, consistency rules, instructional…

Describes changes in the instructional designer's role with the development of intelligent computer assisted instruction (ICAI). A shift in decision-making from the design to the implementation phase of instruction is emphasized, as the designer writes rules that allow systems to select methods once instruction has begun. Seventy-nine references…

Describes different methods used to represent learning schemata with an emphasis on the clues for effective instruction that can be found in both the process of representing and the representation produced. It is argued that all representations offer direct or indirect suggestions for organizing instruction and student learning. (RP)

Describes development of a generative schema based on the concept of change for inclusion in instructional materials for a college physics course to help students integrate all of the physics content. Psychological basis for these materials is discussed, a design approach is described, and questions are posed for further investigation. (MBR)

Traces history of instructional technology, including Skinner's work, Gagne's task analytic approach, and contemporary efforts associated with the cognitive revolution. It is suggested that an understanding of cognitive development improves earlier approaches by adapting them directly to students' cognitive development levels. Recent instructional…

Presents 257 abridged abstracts of articles from volumes 1-15 of "Instructional Science," an international interdisciplinary journal that deals with the nature, theory, and practice of the instructional process and the learning that follows. (LRW)

Outlines a path analytic interpretation of data collected in light of the theoretical formulation of a dynamic model of memory. An investigation of industrial trainees' capacity to differentiate various ferrous and nonferrous metals is described which emphasizes the role of relational, strategic, and empirical knowledge in cognitive skill…

Compares the expert, spiral, and reading approaches to instructional strategies for introductory computer programming courses. Based on ACT (Adaptive Control of Thought) theory and relevant research, the differences between declarative and procedural instruction are identified, and six tactics used to design courses and evaluate strategies are…

Discusses the importance of teaching thinking skills in a rapidly changing environment and describes a framework for developing school material that cultivates decision-making skills. An instructional model that describes decision-making strategies, necessary cognitive skills, and the educational objectives for the promotion of each skill is…

Examines differences between needs assessment (process of determining the gap between what is and what should be) and task analysis (definition and classification of tasks to improve job performance), and discusses the human productivity model NEBEAT (Needs Education and Training Model), which defines competency as synthesis of processes and…

Describes the fragmentary recall of aural and visual messages and discusses the implications for instructional design. Topics discussed include cognitive processes; the characteristics and selection of various media and the relationship to fragment processing skills; classroom activities based on fragmentary recall; and direction for further…

A format is proposed for use in systematic instructional designs where small group activities are planned. The format includes descriptive categories of activity identification; instructional objectives; role, task, and reward structures; evaluation procedures; and support system. Examples are given of how the format can be used. (Author/MBR)