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Are Individual Differences Undertreated in Instructional Design?
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Gropper, George L. – Educational Technology, 2015
Instructional design can be more effective if it is as fixedly dedicated to the accommodation of individual differences as it currently is to the accommodation of subject matters. That is the hypothesis. A menu of accommodation options is provided that is applicable at each of three stages of instructional development or administration: before,…
Descriptors: Instructional Design, Individual Differences, Student Needs, Remedial Instruction
Finding e[superscript 3] (Effective, Efficient, and Engaging) Instruction
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Merrill, M. David – Educational Technology, 2009
From a review of instructional design theories, research, and practice, the author has derived his "First Principles of Instruction". In this article, he suggests a rubric for using these principles to evaluate existing instruction. The article presents a Course Evaluation form and accompanying demonstration and application rubrics that enable the…
Descriptors: Instructional Design, Course Evaluation, Scoring Rubrics, Statistical Analysis
Social Determinants of Affective Behavior and Learning.
Wager, Walter – Educational Technology, 1998
Discusses affective behaviors as complex sets of mental processes and actions that are affected by current context, past learning, and present need state. Highlights include motivation, emotion, and cognition; relationships between the affective and cognitive domain; and ways to achieve desired affective outcomes. (LRW)
Descriptors: Affective Behavior, Affective Objectives, Cognitive Processes, Context Effect
Why Children Are Left Behind and What We Can Do about It.
Reigeluth, Charles M.; Beatty, Brian J. – Educational Technology, 2003
Proposes four main reasons that children are left behind in schools: unmet needs, lack of motivation, lack of foundation and prior knowledge, and lack of support for learning. Discusses Maslow's hierarch of needs; partnerships with parents; connecting to student interests; insisting on mastery; curriculum sequencing; brain-based research; and…
Descriptors: Academic Failure, Brain, Curriculum Development, High Risk Students
Learning in Open-Ended Environments: Assumptions, Methods, and Implications.
Hannafin, Michael J.; And Others – Educational Technology, 1994
Examines assumptions inherent in open-ended learning; describes features of open-ended learning environments; and discusses implications for research, development, and implementation of open-ended learning systems. Highlights include context and experience; learner control; higher-order cognitive skills; understanding versus knowing; orienting…
Descriptors: Computer Assisted Instruction, Computer Software, Constructivism (Learning), Context Effect
The Program Planning Model for Adult and Continuing Education.
Blank, Jerry; Russell, James D. – Educational Technology, 2000
Presents a program planning model to be used in developing educational experiences for adult learners in university and continuing education settings. Highlights include general characteristics of students; previously learned competencies; needs; objectives; instructional design; delivery; evaluation; administration and management; and research.…
Descriptors: Adult Education, Adult Learning, Educational Administration, Educational Objectives