In this paper we present three cases of instructional design that illustrates both horizontal didactising, the activity of using already established principles to design instruction, and vertical didactising the activity of developing new tools and principles for instructional design. The first case illustrates horizontal didactising by…

Develops a causal model that explains over 40% of the variance in matriculation mathematics achievement of mature internal and external students at the University of Papua New Guinea. Background variables seem more important in the learning of mathematics compared to mediating variables for external students than for internal students. (MDH)