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The Impact of Non-Conscious Knowledge on Educational Technology Research and Design
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Clark, Richard E. – Educational Technology, 2011
There are at least three powerful insights for educational technology researchers and designers from recent neuroscience studies of the brain and from cognitive science research findings: First, our brains learn and process two very different types of knowledge; non-conscious, automated, procedural, or implicit knowledge, and conscious,…
Descriptors: Evidence, Learning Theories, Instructional Design, Problem Solving
Learning Objectives from the Perspective of the Experienced Cognition Framework.
Choi, Ikseon; Jonassen, David H. – Educational Technology, 2000
Examines the role of goals in the learning process and reviews another theoretical perspective, experienced cognition as additional justification for the constructivist revolution affecting the field of instructional design. Addresses the implications of experienced cognition for dealing with learning goals and learning environments. (Contains 32…
Descriptors: Cognitive Processes, Constructivism (Learning), Educational Development, Educational Environment
Creating Interactive CBT Lessons without Video.
Li, Rengen – Educational Technology, 1993
Discusses computer-based training (CBT) methods that emphasize an interactive learning environment but do not require video. Topics addressed include cognitive processes; different levels of interaction, including simulation or problem solving; the use of icons and buttons; hypertext; differences in learning styles; and thought-provoking…
Descriptors: Cognitive Processes, Cognitive Style, Computer Assisted Instruction, Computer Simulation
Instructional Conditions for Computer-Based Problem-Solving Environments.
Gallini, Joan K. – Educational Technology, 1985
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…
Descriptors: Cognitive Processes, Computer Assisted Instruction, Educational Environment, Educational Research
On the Design of an Enriched Learning and Information Environment (ELIE).
Schwen, Thomas M.; And Others – Educational Technology, 1993
Discusses the concept and design of an enriched learning and information environment that was originally developed at Indiana University in partnership with AT&T (American Telephone and Telegraph). Topics addressed include constructivism, cognitive tools, representing expert behavior, apprenticeship, technological tools, information tools,…
Descriptors: Apprenticeships, Cognitive Processes, Computer System Design, Constructivism (Learning)
Using Metacognitive Theories to Design User Interfaces for Computer-Based Learning.
Jones, Marshall G.; And Others – Educational Technology, 1995
Examines how metacognitive theory can be integrated into the design of computer-based learning environments through the user interface. Highlights include interface design, metacognition and cognitive processes, using metaphors, user access to information, visual feedback, navigational tools, interaction styles, menus, and self-evaluation methods.…
Descriptors: Access to Information, Cognitive Processes, Computer Assisted Instruction, Computer Interfaces