Paul Black, Mark Wilson, and Shih-Ying Yao in "Road Maps for Learning: A Guide to the Navigation of Learning Progressions" provide a number of important ideas to consider regarding the development of assessments and curriculum materials to support development of core ideas. One major idea that the author found most valuable is the focus on student…

Analyzes Vygotsky's two major types of mediation, metacognitive and cognitive, as the main mechanism of children's learning and development. Shows how this concept has influenced recent research in learning and instruction. Integrates derivative approaches to instruction. Contains two pages of references. (MMU)

Research on the characteristics of effective computer-based education (CBE) courseware suggests that content structure and levels of questions presented determine whether the deep cognitive processing requisite for learning takes place. A decision table of types of instructional questions covering Bloom's taxonomy is presented and discussed.…

The subtleties of instruction include interpretation, interaction, and longitudinality. Instructional leaders can help teachers make decisions about how to verbally mediate students' understanding during lessons. Includes references. (MD)

The usefulness of"memory" is being questioned as a concept for explaining the facts of remembering. The brain is an extensive and elaborate switching system for organizing sensory inputs from environmental situations and for generating appropriate and properly timed responses to them. The learning of knowledge consists of learning a…

This review of the current status of the human information processing model presents the Stahl Perceptual Information Processing and Operations Model (SPInPrOM) as a model of how thinking, memory, and the processing of information take place within the individual learner. A related system, the Domain of Cognition, is presented as an alternative to…

Presents and develops a general model of the nature of a learning system and a classification for learning systems. Highlights include the relationship between artificial intelligence and cognitive psychology; computer-based instructional systems; intelligent instructional systems; and the role of the learner's knowledge base in an intelligent…

This chapter describes current research in cognitive psychology and considers how this work may be applied to the design of instructional materials. The nature of knowing--and of meaningful knowing--are examined, and findings from psycholinguistics and pattern recognition are integrated to provide an understanding of concept and memorization…

Social work educators surveyed reported differential success in implementing key instructional development elements--success in specifying objectives and developing related assessment procedures, obstacles in building bridges to competence through instructional design. Aids in matching learners to learning environments are outlined. (MSE)

This paper relates philosophical and psychological concerns in formulating a theory of teaching and learning. The laboratory exercise is shown to be a paradigm case of the theory, and a means by which students can be taught to think. The laboratory exercise is presented as a means to demonstrate a facet of the conceptual nature of science and to…

Analyzes three major approaches to the use of computers in education: (1) drill and practice; (2) tutorial, and (3) simulation and programing. Courseware for each approach is discussed, educational philosophy and types of knowledge are described, the effect of computers on learning processes is examined, and 114 references are provided. (LRW)

Two recent theoretical developments in adult education, self-directed learning and transformative learning, are applied to the college faculty development process. With this approach, faculty learn to direct their own learning process, become aware of their assumptions about teaching, and revise them using critical self-reflection. (MSE)

Examines the need for integrating assumptions about learning processes with the decisions typically made when designing instructional systems. The relationships between learning theory and instructional design are discussed, and suggestions offered for improving the design process. Extensive references are included. (Author/BK)

Presents four stages of learning together with teaching techniques appropriate to each stage. The role of the media specialist in meeting the needs of students and teachers at each stage is discussed, and the four stages of media library services are outlined. (5 references) (CLB)

Discusses the need to consider the cognitive models of students and their learning processes when designing computer tutorials, and describes a tutorial designed to teach students how to generate algebraic equations for story problems. Testing and revisions of the tutorial, with both college and high school students are described. (14 references)…