Applying Cognitive Theories to Multimedia Instructional Designs.

Autor/in	Ellis, Michael E.
Titel	Applying Cognitive Theories to Multimedia Instructional Designs.
Quelle	(1992), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Computer Assisted Instruction; Educational Technology; Epistemology; Futures (of Society); Higher Education; Instructional Design; Multimedia Instruction; Schemata (Cognition); Theories; Thinking Skills + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Erkenntnistheorie; Future; Society; Zukunft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Multimediales Lernen; Cognition; Schema; Kognition; Theory; Theorie; Denkfähigkeit
Abstract	Noting that cognitive science has developed a number of theories relevant to learning and the development of thinking skills, this paper contains an attempt to broaden the limited application of cognitive science by developing four distinct categories of applicable cognitive theories for multimedia instructional design. The paper summarizes the four categories (organismic developmental, information processing, behavioristic, and contextualistic) to provide a more complete foundation from which to select an appropriate design philosophy. The paper then addresses how certain design features may appear in the context of computer-assisted instruction when built around the various cognitive theoretical stances. The paper concludes that contextualism (which incorporates the individual, the environment, and the system acting one upon the other) appears to hold the greatest promise for future research. (Contains 49 references.) (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC