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ID: 192 E | Instructional Design Models ::A CRITICAL REVIEW OF ELABORATION THEORY
Access Level: Advisor Trainer | Sender: Research Dep | Reads: 0 | النسخة العربية | Date : 2006-07-19 00:51:47
Elaboration theory (ET) is a model for sequencing and organizing courses of instruction. Developed by Charles Reigeluth and associates in the late 1970s (Reigeluth, Merrill, & Wilson, 1978; Reigeluth, Merrill, Wilson, & Spiller, 1979), ET drew heavily upon the cognitive research on instruction available at the time, in particular the work of Bruner, Ausubel, and Norman (Merrill, Wilson, & Kelety, 1981).
ID: 38 E | Learning Theory ::Bloom's Taxonomy of Educational Objectives
Access Level: Visitors | Sender: Research Dep | Reads: 590 | النسخة العربية | Date : 2006-04-20 00:00:00
Bloom's (1956) Taxonomy of Educational Objectives is the most renowned description of the levels of cognitive performance. The levels of the Taxonomy and examples of activities at each level are given in Table 3.3. The levels of this taxonomy are considered to be hierarchical. That is, learners must master lower level objectives first before they can build on them to reach higher level objectives.
ID: 36 E | Learning Theory ::Constructivist Theory
Access Level: Certified Trainers | Sender: Research Dep | Reads: 10 | النسخة العربية | Date : 2006-04-17 00:00:00
Constructivism is a learning theory, not an instructional approach, hence it can best be thought of as a way of "growing" or improving instruction. It is greatly influenced by Piagetian epistemology and Lev Vygotsky.
ID: 9 E | Learning Objectives ::A Quick Guide to Writing Learning Objectives
Access Level: Certified Trainers | Sender: Research Dep | Reads: 26 | النسخة العربية | Date : 2006-04-16 00:00:00
Select a verb for performing the task
Determine if the verb you have chosen best describes the type of behavior that the learners need to display after training (see Bloom's Taxonomy).
Under what conditions must the task be performed?
Determine to what standards the task must be performed?
ID: 16 E | Instructional Design Models ::Component Display Theory (M.D. Merrill)
Access Level: Visitors | Sender: Research Dep | Reads: 779 | النسخة العربية | Date : 2006-04-16 00:00:00
Overview:
Component Display Theory (CDT) classifies learning along two dimensions: content (facts, concepts, procedures, and principles) and performance (remembering, using, generalities). The theory specifies four primary presentation forms: rules (expository presentation of a generality), examples (expository presentation of instances), recall (inquisitory generality) and practice (inquisitory instance). Secondary presentation forms include: prerequisites, objectives, helps, mnemonics, and feedback.
