Аннотация
For the past several years the author has been reviewing instructional
design theories in an attempt to identify prescriptive principles
that are common to the various theries. This paper is a preliminary
report of the principles that have been identified by this search.
Five first principles are elaborated: (a) Learning is promoted when
learners are engaged in solving real-world problems. (b) Learning
is promoted when existing knowledge is activated as a foundation
for new knowledge. (c) Learning is promoted when new knowledge is
demonstrated to the learner. (d) Learning is promoted when new knowledge
is applied by the learner. (e) Learning is promoted when new knowledge
is integrated into the learner's world.
Representative instructional design theories are briefly examined
to illustrate how they include these principles. These include: Star
Legacy by the Vanderbilt Learning Technology Center, 4-Mat by McCarthy,
instructional episodes by Andre, multiple approaches to understanding
by Gardner, collaborative problem solving by Nelson, constructivist
learning environments by Jonassen, and learning by doing by Schank.
It is concluded that, although they use a wide variety of terms, these
theories and models do include fundamentally similar principles.
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