2. • cognition - group of mental processes
• stressed on more complex cognitive
processes such as thinking, problem
solving, language, concept formation
and information processing

4. ▫discrete changes between states of
knowledge rather than with
changes in the probability response
▫what learners know and how they
come to acquire it
▫learner is viewed as a very active
participant in the learning process

6. ▫Environmental cues and
instructional components alone
cannot account for all the learning
that results from an instructional
situation
▫Additional key elements include
the way that learners attend to
code, transform, rehearse, store
and retrieve information.

7. ▫Learner’s thoughts, beliefs,
attitudes, and values are also
considered to be influential in the
learning process

9. ▫Memory is given a prominent role
in the learning process.
▫Learning results when information
is stored in memory in an
organized, meaningful manner.
▫Forgetting is the inability to
retrieve information from
memory

11. ▫When a learner understands how
to apply knowledge in different
contexts, then transfer has
occurred.
▫Prior knowledge is used to
establish boundary constraints for
identifying the similarities and
differences of information.

12. ▫Specific instructional or real-world
events will trigger particular
responses.

14. ▫simplification and standardization
▫knowledge can be:
Analyzed
Decomposed
Simplified into basic building
blocks.
▫knowledge transfer is expedited if
irrelevant information is eliminated

16. ▫Learner’s predisposition to
learning
How does the learner activate,
maintain, and direct his/her
learning?
▫Examine the learner to determine
how to design instruction
What are the learner’s existing
mental structures?

17. ▫ Specific assumptions or principles
that have direct relevance to
instructional design:
Active involvement of the learner
in the learning process.
Use of hierarchal analyses to
identify and illustrate prerequisite
relationships.
Emphasis on structuring,
organizing, and sequencing
information to facilitate optimal
processing.
Creation of learning environments

19. ▫ Making knowledge meaningful and
helping learners organize and relate
new information to existing knowledge
in memory
▫ Must be based on the students existing
schema to be effective
▫ Organize information that learners are
able to connect new information with
existing knowledge in some meaningful
way

21. ▫Understanding that
individuals bring various
learning experiences to the
learning situation

22. ▫Determining the most
effective manner in which to
organize and structure new
information to tap the
learners previously acquired
knowledge, abilities, and
experiences.

23. ▫Arranging practice with
feedback so that the new
information is effectively
and efficiently assimilated
and/or accommodated
within the learner’s
cognitive structure.

25. • J. Anderson (1982)
▫ Adaptive Control of Thought
▫ theory of cognition that focuses on memory
processes
• C.M Reigeluth (1983)
▫ Elaboration Theory
▫ includes prescriptions for the progressive
refinement of schemata
• Merrill (1983)
▫ Component Display Theory
▫ "generality" is close to a schema

26. • Gagne, Briggs, Wagner (1988)
▫ Events of Instruction
▫ based on info processing model; also, the
notion of activating a schema in order to
provide a relevant context for learning finds a
close parallel in the third instructional event –
stimulating recall of pre-requisite learning
• M. Tessmer & J.F.Wedman (1990)
▫ Layers of Necessity Model
▫ series of nested ISD models where the designer
determines a layer of design and development
based on project restrictions