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Rosen, Yigal – Educational Technology, 2014
One of the greatest concerns in schools today is how teachers can bring together assessment and learning in a way that is meaningful for students' thinking skills, while focusing on content standards. Better understanding of how different types of technology based thinking tools can be used for improving classroom teaching and learning,…
Descriptors: Computer Assisted Testing, Technological Advancement, Concept Mapping, Evidence
Francom, Gregory M.; Gardner, Joel L. – Educational Technology, 2013
Many recent models of learning and instruction center learning on real-world tasks and problems to support knowledge application and transfer. Among
these models are problem-based learning and task-centered learning, two different approaches to learning that are often mistaken for one another. However, there are important distinctions between…
Descriptors: Task Analysis, Problem Based Learning, Comparative Analysis, Teaching Methods
Polly, Drew – Educational Technology, 2011
Technology has been shown to positively influence student learning when students explore technology-rich tasks that simultaneously require them to use higher-order thinking skills (HOTS), such as analyzing or evaluating information or creating new representations of knowledge. Educational technology researchers have posited that in order for…
Descriptors: Educational Technology, Thinking Skills, Task Analysis, Teaching Methods
Hannum, Wallace H. – Educational Technology, 2012
Instructional design models have been criticized for being too inflexible and taking too long to follow to be useful in today's fast-paced environment. As a result, some have rejected instructional design. This article offers an alternative view of instructional design as flexible and able to be accomplished in much shorter time periods than…
Descriptors: Instructional Design, Change Strategies, Educational Change, Educational Practices
Rose, Ellen – Educational Technology, 2010
"Continuous partial attention" is a term that was coined in the late 1990s, to describe the increasingly dispersed nature of attention in online environments. The purpose of this article is to describe the concept, discuss its implications for online learning, and propose a new agenda for research in what has been called "the Age of Interruption."
Descriptors: Electronic Learning, Online Courses, Attention, Educational Research
Thiagarajan, Sivasailam – Educational Technology, 1990
Discusses and explains relationships between performance technology and instructional development. Highlights include a concept analysis of performance technology; types of evaluation; instructional development as a subset of performance technology; front-end analysis; sample performance technology interventions; and differences between…
Descriptors: Evaluation Methods, Instructional Development, Task Analysis
Cunningham, Donald J. – Educational Technology, 1991
Presents remarks on constructivism that are based on a discussion in an earlier issue. Topics addressed include the role of theory in the instructional design process; the construction of knowledge; differences between objectivists and constructivists; knowledge representation; entry behaviors and task analysis; and instructional systems…
Descriptors: Instructional Design, Instructional Systems, Task Analysis
Freda, Louis J.; Loolioan, John K. – Educational Technology, 1975
A discussion of the use of task analysis as a method of determining the need for training. (Author/HB)
Descriptors: Skill Analysis, Task Analysis, Teaching Methods, Training
Uden, Lorna; Brandt, D. Scott – Educational Technology, 2000
Discusses task analysis as a step in instructional development and presents an alternative method for instructional applications called Knowledge Analysis of Tasks (KAT). Results of KAT are used to produce a model of tasks in terms of Task Knowledge Structures (TKS), which represent the knowledge people possess about tasks they perform.…
Descriptors: Instructional Design, Instructional Development, Models, Task Analysis
Perkins, D. N. – Educational Technology, 1991
Discussion of constructivism that is based on concerns raised in an earlier issue focuses on demands placed on the learners. Three areas are explored: (1) cognitive complexity; (2) task management, to help sequence students through a learning experience; and (3) learners "buying in" to the constructivist agenda of the instruction. (10…
Descriptors: Instructional Design, Learning Processes, Sequential Learning, Task Analysis
Brock, John F.; And Others – Educational Technology, 1975
How Personalized System of Instruction (PSI) is used with task analysis for Navy training. (HB)
Descriptors: Educational Technology, Individualized Instruction, Instructional Systems, Task Analysis
Thoms, Denis F. – Educational Technology, 1978
Presents a task checklist designed to assist in implementation of the Responsive Education Program, or any new instructional program. (RAO)
Descriptors: Check Lists, Educational Programs, Guides, Program Development
Sherrill, James L. – Educational Technology, 1972
Descriptors: Criterion Referenced Tests, Instructional Design, Material Development, Task Analysis
Hannum, Wallace H. – Educational Technology, 1974
Article presents a scheme that provides a common framework for viewing task analysis. (Author)
Descriptors: Educational Technology, Guidelines, Instructional Design, Instructional Innovation
Wildman, Terry M. – Educational Technology, 1981
Discusses the contributions of cognitive theory to continued progress in the field of instructional design, and, correspondingly, what designers can do in the coming decade to facilitate the growth and development of the understanding of human cognition. Forty references are appended. (Author/LLS)
Descriptors: Epistemology, Futures (of Society), Instructional Design, Material Development