Perhaps one of the first concepts to which students in the communication hybrid course are exposed is the perception process. Students often learn that communication involves perception, which is dealing with several different forms of information or stimuli and deciding how to utilize that information to accomplish their goals. Perception…

At mid-twentieth century, the dominant framework for lesson design--the programmed instruction format--was derived from efforts to apply operant conditioning to human learning. Cognitive psychology soon offered an alternative view, represented by Robert Gagne's Events of Instruction, which became the dominant framework through the end of the…

Proposes a framework for thinking about how metacognition research might apply to design activities. Examines two basic approaches to supporting metacognition: strategy training, and creation of a supportive social environment for metacognition. Identifies two kinds of content that are taught using these two approaches: knowledge about a specific…

This paper discusses the development of a new instructional design model based on socioconstructivist learning theories and distance education principles for the design of online wisdom communities and the efficacy of the model drawing on evaluation results from its implementation in Fall 2002. The model, Final Outcome Centered Around Learner…

Offers perspectives on mathematics education from an instructional design viewpoint through an overview of the conflicting ideological paradigms and three case studies illustrating those models. Presents a personal narrative of the importance of social and cultural realities as a professional engineer. (54 references) (MDH)

The principles of Benjamin Bloom's "Taxonomy of Education Objectives" for the cognitive domain are followed in the development of this independent study unit. The sequence uses the Egyptian Rossetta Stone as the common knowledge base and illustrates how the six principles of the taxonomy of the cognitive domain can be applied to the design of a…

Examines an expert teacher's thinking and teaching processes in order to link them to instructional-design procedures. Findings suggest that there were fundamental differences between the teacher's thinking and teaching processes and microinstructional design models. (Author/AEF)

An overview is presented of the Guided Self-Analysis System for Professional Development (GSA) for teaching young children. The GSA system and programs are reviewed along with staff involvement, staff responsibilities, the emphasis on flexibility, change in the classroom, and implementation procedures. The GSA early childhood program is then…

Fostering teachers' clinical reasoning as a reflection of their understanding of classrooms should be a central purpose of any modern teacher education program. This article presents a rationale for and description of a proposal for pre-student teaching laboratory experiences which utilize computer-based simulations to facilitate development of…