Background and Context: We explored how learning trajectories (LTs) might be used to design variables instruction. Objective: We aimed to develop an LT for variables and use it to guide curriculum development for fourth graders working in Scratch in an integrated mathematics+CS curriculum. Method: We synthesized learning goals (LGs) and levels of…

Aim/Purpose: In this paper, we highlight the need to monitor and diagnose adaptive e-learning systems requirements at runtime to develop a better understanding of their behavior during learning activities and improve their design. Our focus is to reveal which learning requirements the adaptive system is satisfying while still evolving and to…

A justification for a strategy and the whole strategy then described and illustrated as it was applied to the development of a course for the Royal Australian Navy. (Author)

Proposes a criterion for selecting a sequence of objectives from a learning hierarchy and describes a sequence generating algorithm which is designed to generate a minimal memory load sequence from a learning tree. Its effectiveness in generating low memory load sequences from hierarchies that are not trees is also discussed. (RP)

A step-by-step exposition is presented of the manner in which the systematic application of the principles of instructional design can lead to sequential learning. Following an introduction to systematic instructional design, the second and third chapters of the book discuss a systems model of the classroom and the setting of objectives for…

Instructional Curriculum Mapping (ICM) is a set of guidelines for diagramming the interrelationships among objectives from different domains of learning. Five major learning domains are identified: (1) intellectual skills; (2) cognitive strategies; (3) verbal information; (4) motor skills; and (5) attitudes. This paper examines the functional…