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Allgood, Sam; McGoldrick, KimMarie – Journal of Economic Education, 2021
Chew and Cerbin (2021) outline nine cognitive challenges to student learning with which economic educators are likely familiar, even if the language used to describe them differs. In this article, the authors refrain from summarizing Chew and Cerbin's framework and instead focus on providing context for how those conducting research and developing…
Descriptors: Economics Education, Teaching Methods, Learning Processes, Language Usage
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Markauskaite, Lina – Research Papers in Education, 2020
Could knowledge work practices become pervasive in formal education? Could knowledge creation pedagogies help us close the gap between graduates' knowledge work competencies and fast changing needs of the knowledge society? In this commentary, I first revisit the most notable contributions of this special issue. Then, I turn to some overarching…
Descriptors: Teaching Methods, Education Work Relationship, Knowledge Economy, Learning Processes
Fulgham, Susan M.; Shaughnessy, Michael F. – Educational Technology, 2014
Jan Herrington is a Professor of Education at Murdoch University in Perth, Western Australia, where she teaches educational technology in the School of Education, including a compulsory first year unit called "Living and Learning with Technology." She has been active in the promotion and support of the effective use of educational…
Descriptors: Educational Research, Interviews, Profiles, Higher Education
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Biles, Melissa – Cultural Studies of Science Education, 2012
This response to Leah A. Bricker and Phillip Bell's paper, "GodMode is his video game name", examines their assertion that the social nexus of gaming practices is an important factor to consider for those looking to design STEM video games. I propose that we need to go beyond the investigation into which aspects of games play a role in learning,…
Descriptors: Video Games, Social Environment, Learning Processes, STEM Education
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Goldman, Susan R. – Learning and Instruction, 2009
Based on a critical re-analysis of cognitive load theory (CLT), Schnotz and Kurschner identified the need for research on more sensitive ways of assessing learner characteristics, both prior to and during instruction, in order to understand learning processes and outcomes. One emergent theme of the papers in this special issue is that the "same"…
Descriptors: Instructional Design, Learning Processes, Difficulty Level, Cognitive Processes
Stepich, Don – Performance and Instruction, 1991
Discusses instructional strategies that can be used in any skill domain and uses Gagne's conditions of learning as a model to suggest internal and external conditions of expertise. Differences between experts and novices are examined, including the amount of information they can bring to a new situation, the organization of that information, and…
Descriptors: Instructional Design, Learning Processes, Models
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White, Charles S. – Journal of Education for Business, 2007
Traditional education, employing lectures or telecommunicative instruction methods, has been very effective in providing topical facts. However, the development of student skills and thinking ability require higher levels of instruction and more opportunity to practice and apply acquired knowledge. As students progress through a particular…
Descriptors: Intermode Differences, Instructional Design, Learning Strategies, Classroom Techniques
Gagne, Robert M. – Performance Improvement Quarterly, 1988
Comparisons are drawn between the ideas of mastery learning and instructional design. Agreement is noted concerning the main factors contributing to the quality of instruction. Differences exist in the taxonomic categories of learned performance of the two systems and in the proposal of instructional design that each category requires a different…
Descriptors: Adult Education, Instructional Design, Learning Processes, Mastery Learning
Perkins, D. N. – Educational Technology, 1991
Discussion of constructivism that is based on concerns raised in an earlier issue focuses on demands placed on the learners. Three areas are explored: (1) cognitive complexity; (2) task management, to help sequence students through a learning experience; and (3) learners "buying in" to the constructivist agenda of the instruction. (10…
Descriptors: Instructional Design, Learning Processes, Sequential Learning, Task Analysis
Winn, William D. – Educational Technology, 1991
Discusses three assumptions that relate to constructivism and instructional design which are based on articles in an earlier issue: (1) an emphasis on learning rather than on performance and instruction; (2) the changing role of technology for promoting learning rather than to teach content; and (3) the changing roles of instructional designers.…
Descriptors: Academic Achievement, Educational Technology, Instructional Design, Learning Processes
Duffy, Thomas M.; Bednar, Anne K. – Educational Technology, 1991
Discusses theories of constructivism, educational technology, and instructional design that were raised in an earlier issue. Topics discussed include process versus content of learning; collaboration; prespecification of knowledge in building instruction; and the design of learning environments. Two examples contrasting objectivist and…
Descriptors: Cooperation, Educational Environment, Educational Technology, Instructional Design
Dybowski, Gisela – Vocational Training: European Journal, 1995
Workplace demands for networked thinking, communication and cooperation skills, creativity, and innovation require new methods of vocational education and training: closer links between work and learning, integration of theoretical and practical learning, cooperative learning in teams, and active involvement of learners in the design of learning…
Descriptors: Educational Change, Innovation, Instructional Design, Learning Processes
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Wilson, John P.; Beard, Colin – Journal of European Industrial Training, 2003
An experiential learning model based on information processing is the foundation for the learning combination lock model, which depicts how six factors (or tumblers) may be selected and combined to develop effective learning opportunities. The factors are places and elements, milieu, senses, emotions, forms of intelligence, and ways of learning.…
Descriptors: Educational Strategies, Experiential Learning, Information Processing, Instructional Design
Dijkstra, Sanne – Educational Technology, 1991
Discussion of learning how to solve problems focuses on instructional design models and how students construct their knowledge and learn skills. Topics discussed include conceptual knowledge; procedural knowledge and skills; knowledge representation; causal knowledge; types of knowledge and relevant skills; knowledge acquisition; prediction and…
Descriptors: Instructional Design, Learning Processes, Models, Predictor Variables
Schmitt, Maribeth Cassidy; Newby, Timothy J. – Journal of Instructional Development, 1986
Defines metacognition and describes the effects of incorporating metacognitive aspects into instructional design. Three types of knowledge--declarative, procedural, and conditional--are discussed as necessary components of metacognitive awareness, and positive effects on the learner in terms of motivation and performance are described. (Author/LRW)
Descriptors: Instructional Design, Instructional Improvement, Learning Processes, Learning Strategies
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