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Direct linkParrish, Patrick E.; Wilson, Brent G.; Dunlap, Joanna C. – Educational Technology, 2011
This article presents a framework for understanding learning experience as an object for instructional design--as an object for design as well as research and understanding. Compared to traditional behavioral objectives or discrete cognitive skills, the object of experience is more holistic, requiring simultaneous attention to cognition, behavior,…
Descriptors: Instructional Design, Behavioral Objectives, Transformative Learning, Learning Processes
Drumheller, Sidney J. – Educational Technology, 1974
A model for using behavioral objectives is suggested. (HB)
Descriptors: Behavioral Objectives, Learning, Learning Processes, Models
Feldhusen, John F.; And Others – Educational Technology, 1974
Descriptors: Affective Objectives, Behavioral Objectives, Concept Formation, Concept Teaching
Young, Kenneth C. – Educational Technology, 1974
Descriptors: Behavioral Objectives, Computer Oriented Programs, Computer Science, Learning Processes
Spiro, Rand J.; And Others – Educational Technology, 1991
Expands on constructivist theories that were discussed in an earlier issue. Highlights include cognitive flexible theory; multiple knowledge representations; prespecification of knowledge; teaching content versus skill; and cognitive flexibility hypertexts (CFHs), including the kinds of knowledge domains for which they should be used and the…
Descriptors: Behavioral Objectives, Computer Assisted Instruction, Computer System Design, Hypermedia
Kember, David; Murphy, David – Educational Technology, 1990
Discusses limitations of current instructional design theory and suggests new approaches that should be emphasized. Constructivist theories of learning in cognitive psychology are described, research into student learning is reviewed, and the systems approach is discussed in conjunction with the use of objectives. (47 references) (LRW)
Descriptors: Behavioral Objectives, Cognitive Psychology, Educational Theories, Educational Trends
Ruth, Leo – Educational Technology, 1973
Author states that subjecting all English teachers to a flattening, homogenizing planning methodology, merely sets up restricted channels for thinking, trivializing the work of able teachers and sanctifying the ineptitude of weak ones. Routinized response to formula drives out real thinking, real planning. (Author)
Descriptors: Behavioral Objectives, Curriculum Design, Curriculum Development, Educational Objectives
