Critical discussions within the field of instructional design have addressed the roles and competencies of designers, as well as the nature of design work per se. This article presents an overarching metaphor--namely, instructional design as a journey into the unfamiliar--that views design as a two-fold learning enterprise (i.e., innovative and…

Most classrooms in the U.S. are composed of students with different learning styles and experiences as well as different achievement levels (Ferguson, 2001). Personalized learning is a unique way of students' learning determined by their own learning style, pace, and needs. Focusing on individual differences, personalized instruction aims to…

Stavros Demetriadis is currently an Assistant Professor with the Department of Informatics, Aristotle University of Thessaloniki (AUTh) in Greece. He also earned his Bachelor's degree in Physics and a Master Diploma in Electronic Physics from AUTh. He became interested in information and communications technologies when he was a high school…

Proposes an interactive learning model to serve as a psychological foundation for the field of instructional design theory. Topics include complexity theory, cognitive models of learning, cognitive and affective domains, sensory receptors component (memory) and the effects of external stimuli, affects component, cognitive strategies, and knowledge…

Proposes a taxonomy which describes interactivity and adaptation outside the context of any particular medium. Designed to facilitate the instructional design and media selection processes, this taxonomy is represented as a cube whose axes represent interactivity and internal and external adaptation levels. Levels of interactivity and adaptation…

Defines and discusses cognitive style mapping and relates it to the aims of instructors and the needs of students, with emphasis on the implications of cognitive style for instructional design. An 11-item reference list is included. (JL)

Examines forms of media in today's electronic environment including television, microcomputers, video games, and music television, and considers these media forms and their effects on cognitive processing. Implications for teachers and instructional designers in achieving curricular balance between print and electronic media are discussed. (MBR)

Focuses on five human information processing abilities which cognitive psychologists anticipate must be accounted for in order to develop good computer courseware--memory and attention; language or text characteristics; graphics and visual processing; cognitive characteristics of user; feedback to users. A 31-item bibliography is included. (EJS)

This investigation of the effect of stimulus environment design on the probability of desired attitude learning provides a rationale for attitudes as reinforcement or reward values and discusses the roles of human models, group discussion, simulation, visual and verbal mediations of experiences, frequency of exposure, media selection, and learning…

Discusses the relationship between Piaget's theory of cognitive development and Perry's theory of intellectual and ethical development, and recommends a framework for their application in course design. Involving students in examining not only course content, but also their beliefs and reasoning patterns, is recommended as a route for improving…

Discusses theories of learning; reviews previous generalizations for instructional design; and presents 21 guidelines for effective instructional design that are related to planning, preparation, implementation, and evaluation. Highlights include objectives; learner profiles; cognitive maps or schema; mastery learning techniques; metacognitive…