Describes generative learning environments for teaching mathematical problem solving that were developed at the Vanderbilt University Learning Technology Center. The theoretical framework is discussed; design principles are explained, including a video-based presentation format; and the use of videodisc and hypermedia is discussed. (37 references)…

Discusses the affective domain and its relationship to instructional systems design. Topics include social problems rooted in the affective domain of behavior, the cognitive versus the affective domain, emotions, emotions and information processing, specifying learning outcomes in the affective domain, and targets of instructional analysis.…

Discussion of learning how to solve problems focuses on instructional design models and how students construct their knowledge and learn skills. Topics discussed include conceptual knowledge; procedural knowledge and skills; knowledge representation; causal knowledge; types of knowledge and relevant skills; knowledge acquisition; prediction and…

Describes the current status and limitations of expert systems, and explores the possible applications of such systems in education and training. The use of expert systems as tutors, as job aids, and as a vehicle for students to develop their own expert systems on specific topics are discussed. (40 references) (CLB)

Critically evaluates the assumption that microcomputer-based instruction can be used to teach generalizable thinking and problem solving skills. Transference of problem solving skills across domains is discussed, and strategies to promote problem solving abilities are examined, including computer assisted instruction and learning programing…

Discusses the link between the theoretical principles of constructivism, the practice of instructional design, and the practice of teaching. Defines constructivism, lists three primary principles of learning and understanding, identifies eight instructional principles needed for the design of constructivist learning environments, and presents a…

Defines instructional roles of dynamic visual displays (DVDs), including animation and interactive video, and provides guidelines for using them in media-based instruction. Topics addressed include theoretical bases; examples of strategic applications of DVDs; six instructional conditions for using DVDs; and considerations for the design and…

Discusses situated learning and instruction. Topics discussed include situated cognition theories; prescriptions for instructional design; adapting instructional design to situated learning; evaluating situated learning; situated cognition and the role of the teacher; different types of problem-solving activities; and the work of the Cognition and…

Focuses on description of instructional-learning conditions for a LOGO environment hypothesized to be conducive to development of problem-solving skills for both given and new situations based on existing educational research. A LOGO activity for constructing squares and triangles is outlined to illustrate application of the instructional…

Reviews the evolution of research on effective teaching in an effort to account for the lack of practical findings to assist classroom teachers. Four influences are detailed: teacher qualities vs the nature of teaching, lack of guiding theories/models, methodological problems, and the lack of criterion measures for comparisons. (RAO)

Examines barriers to the adoption of instructional television in higher education, for both the classroom and distance education. Characteristics that affect the adoption of innovations are described, the role and attitudes of faculty and administrators are discussed, and ways to make instructional television more effective are suggested. (12…

Reviews multichannel learning research to find the best ways to combine audio and video in television to improve learning, and summarizes the research findings into principles for instructional television production. Highlights include the effects of redundancy on learning and on audience attention, message clarity, and problems in instructional…

Describes the Hypertutor Model, a message design framework for interactive instructional systems that emphasizes learner control, presentation, practice, feedback, and learning resources. Problems with software designed for computer assisted instruction are examined; hypertutor systems are discussed; and MegaMentor, a hypertutor system at the…

Reviews the structure of intelligent computer assisted instruction (ICAI) systems, gives some examples of such systems, and discusses their relative strengths and weaknesses. Four references are listed. (MBR)

Discusses the appropriate use of Logo and microcomputers in elementary education and gives recommendations for its successful use. Highlights include problems with unsubstantiated claims for the benefits of Logo; the effects of teaching children to program; formal operational thinking; research on Logo; and problem solving and transfer to other…