Some implications of cognitive theory for instructional design

摘要: This article examines some of the implications recent developments in cognitive theory for instructional design. It is argued that behavioral inadequate to prescribe strategies teach understanding. Examples how designers have adopted relevant aspects are described. However, it such adoption only a first step. The growing body evidence indeterminism human cognition requires even further changes think and act. A number bodies scholarly research opinion cited support this claim. Three design offered: need be developed counter reductionism implicit task analysis; needs integrated into implementation instruction; should work from thorough knowledge not just procedures.