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,…

Synthesizing a decade of research, the author describes a taxonomy of meaningful learning. The most meaningful learning outcome is problem solving. In this taxonomy, four different kinds of problem solving are arranged in a hierarchical manner. Prerequisite/corequisite with problem-solving outcomes are two fundamental reasoning skills that…

Discusses advantages and disadvantages of the lecture method as an instructional form; circumstances where lectures serve a useful purpose; the general lecture model, which includes an introduction, presentation, and summary; and three variations on this general model--interactive, demonstrational, and interactive demonstration lectures. (MBR)

Provides an overview of the use of models in instructional design. Highlights include a definition of the term model; types of models, including conceptual, procedural, mathematical, and prescriptive; procedures for model development; classification of models in the literature; and alternative techniques for model validation. (Contains 38…

Better taxonomic classification is a necessary step in developing the theoretical base of instructional technology (IT). Discusses traditional concepts of theory development and application to IT: roles, levels, criteria and types of theory; taxonomic theory: classifications, domains, and taxonomies; taxonomic classification principles, schema,…

Describes the inadequacies of the current software for computer-based instruction, and presents a framework of instructional components to guide the design of such software. A taxonomy of design considerations is then discussed, including instructional context, strategies, and technical capabilities that can be used to enhance instruction. (4…

Proposes an instructional transaction class hierarchy and describes capability, knowledge, interactions, and associated transactions for three classes of transactions: (1) component transactions (identify, execute, and interpret); (2) abstraction transactions (judge, classify, decide, generalize, and transfer); and (3) association transactions…

Presents 17 research paradigms students might employ for doctoral dissertations on instructional design, makes suggestions for students evaluating the literature and developing a conceptual framework for research, and summarizes dissertations developed by University of Florida doctoral students, classifying them into three research paradigms which…

Presents a knowledge representation model that was designed for instructional decision making. Topics discussed include classification models for instructional design; artificial intelligence; semantic networks; natural language; and data models, including network and hierarchical models. An example is given of knowledge analysis for a secondary…

Elaborates on the nature of the new paradigm of instructional theories (May-June 1996 issue) by summarizing 21 theories that are described in "Instructional-Design Theories and Models: A New Paradigm of Instructional Theory." Divides theories into seven broad categories: understanding, problem-based learning, community of learners,…