This paper discusses two related areas in which recent advancements in cognitive science and educational technology may affect instructional design theory. These are: (1) the analysis of information-to-be-learned; and (2) the linkage of learning theory to instructional prescriptions. The first area proposes extensions to current methods of content/task analysis procedures. Contextual module analysis proposes an additional analysis of the information based upon complex problems associated with a given situation. Whereas conventional content and task analyses identify the attributes of the information, the contextual module analysis identifies the organization and accessibility of the information in reference to a given situation. The second area proposes the framework for an instructional design model that links cognitive learning theories with specific educational strategies. Rather than acquisition of knowledge in nonsense isolation, it is proposed that learners acquire knowledge within meaningful situations. Research in instructional design theory has focused on strategies associated with declarative and procedural knowledge with minimal empirical work for strategies associated with contextual knowledge. Instructional technology should provide the means by which cognitive science can be applied to improvements in learning. (31 references) (DB)