Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance. The theory assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation. These structures and functions of human cognitive architecture have been used to design a variety of novel instructional procedures based on the assumption that working memory load should be reduced and schema construction encouraged. This paper reviews the theory and the instructional designs generated by it. KEY WORDS: cognition; instructional design; learning; problem solving.

In order to capture current educational practices in eLearning courses, more advanced `learning design' capabilities are needed than are provided by the open eLearning specifications hitherto available. Specifically, these fall short in terms of multi-role workflows, collaborative peer-interaction, personalization and support for learning services. We present a new specification that both extends and integrates current specifications to support the portable representation of units of learning (e.g. lessons, learning events) that have advanced learning designs. This is the Learning Design specification. It enables the creation of a complete, abstract and portable description of the pedagogical approach taken in a course, which can then be realized by a conforming system. It can model multi-role teaching-learning processes and supports personalization of learning routes. The underlying generic pedagogical modelling language has been translated into a specification (a standard developed and agreed upon by domain and industry experts) that was developed in the context of IMS, one of the major bodies involved in the development of interoperability specifications in the field of eLearning. The IMS Learning Design specification is discussed in this article in the context of its current status, its limitations and its future development.

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There is a significant gap between theories of general psychological functions on one hand (e.g., memory) and theories of mathematical content knowledge on the other (e.g., content of algebra). To better guide the design of ground breaking and demonstrably better mathematics instruction, we need instructional principles and associated design methods to fill this gap in a way that is not only consistent with psychological and content theories but prompts and guides us beyond what those theories can do. Toward this goal, I reflect on lessons from past and current Cognitive Tutor mathematics projects. From this experience, I have abstracted four instructional bridging principles, Situation-Abstraction, Action-Generalization, Visual-Verbal, and Conceptual-Procedural, and associated methods for applying them. I illustrate these in the context of the design of the successful Cognitive Tutor Algebra course (now in more than 800 schools) and the on-going research and development of a Cognitive Tutor course for 6 th grade mathematics.

This article provides an overview description of the four-component instructional design system (4C/ID-model) developed originally by van Merriënboer and others in the early 1990s (van Merriënboer, Jelsma, & Paas, 1992) for the design of training programs for complex skills. It discusses the structure of training blueprints for complex learning and associated instructional methods. The basic claim is that four interrelated components are essential in blueprints for complex learning: (a) learning tasks, (b) supportive information, (c) just-in-time (JIT) information, and (d) part-task practice. Instructional methods for each component are coupled to the basic learning processes involved in complex learning and a fully worked-out example of a training blueprint for “searching for literature ” is provided. Readers who benefit from a structured advance organizer should consider reading the appendix at the end of this article before reading the entire article. The instructional design enterprise is a bit like an ocean liner—huge, slow, ponderous, and requiring large amounts of energy and a great deal of time to move it even one degree off its current path. Recent discussions and developments in the field concern rapid technological and societal changes and the resulting need for very complex knowledge at work (Berryman, 1993; Cascio, 1995); new constructivist design theories for problem solving (Jonassen, 1994;

Niets uit deze uitgave mag worden verveelvoudigd, opgeslagen in een geautomatiseerd gegevensbestand of openbaar gemaakt worden in enige vorm of op enige wijze, hetzij elektronisch, mechanisch of door fotokopieën, opname, of op enige andere manier, zonder voorafgaande schriftelijke toestemming van de auteur. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission in writing, from the author. Student perspectives on education: Implications for instructional redesign PROEFSCHRIFT ter verkrijging van de graad van doctor aan de Open Universiteit Nederland op gezag van de rector magnificus prof. dr. ir. F. Mulder ten overstaan van een door het College voor promoties ingestelde commissie in het openbaar te verdedigen

Many of the designations used by the manufactures and sellers to distinguish their products are claimed as trademarks. Every attempt has been made to supply trademark information about manufactures and their products mentioned in this dissertation. A list of the trademark designations and their owners appears below. Trademark notice Access, Netmeeting, Sharepoint Team Services, Windows, and Windows 2000 Server are trademarks of Microsoft Corporation Post-it is a trademark of 3M Linux is a trademark of Linus Torvalds Professional Quest is a trademark of Dipolar Pty Limited Yahoo! Groups is a trademark of Yahoo! Domino is a trademark of IBM/Lotus Authorware is a trademark of Macromedia Toolbook is a trademark of Click2Learn

E-learners require activities and content based on their preferences and prior knowledge, not merely fully static, page-turning sequences. In this paper we present a framework that integrates and supports two approaches towards adaptation to the learner needs -- design and runtime adaptation. The framework is based on IMS Learning Design (IMS LD). IMS LD offers a semantic notation to describe an educational scenario in a formal way. At design time a teacher or a design team can create or inspect a learning design model and use it in multiple courses. At runtime a tutor or agent, an autonomous piece of software, can interpret a learning design and students' progress and subsequent take action while a course is in progress, e.g. make suggestions to learners. We will discuss the study that lead to the framework, and explain the role of IMS LD and the promising role of agents in adaptive e-learning. Keywords E-learning; adaptive e-learning systems; learning technology standards; IMS Learning Design; agent technology. Biographical notes Peter van Rosmalen has been active in educational technology since the early eighties both as consultant and in a variety of research projects around authoring tools, simulations, computer supported cooperative learning and knowledge management. In 2000 he was co-founder and director of a company in e-learning and knowledge management. Since 2003 he is researcher at ETEC. His research focuses on the use of agents in electronic learning environments. In particular how agents can help tutors to establish effective and efficient learning related interactions without increasing their workload. Francis Brouns graduated from Wageningen University (Biology) and obtained a PhD in Agriculture at the University of Aberdeen. After returning to the Neth...

The use of modeling and interactive simulations to represent complex subject matter is increasing due to the emergence of powerful new technologies. A promising methodology with an associated technology is system dynamics. System Dynamics is particularly well suited to provide the basis for meaningful learning experiences that involve learners in reasoning about relationships between the structure and the dynamics of such complex systems. The technology that supports system dynamics is web accessible and suitable for collaborative networked learning. Supportable experiences include the construction of interactive and web-accessible models as well as their use for hypothesis testing and experimentation. In this chapter, we develop a theoretically founded instructional design framework for the use of this technology. Key aspects of this framework include the use of modeling tools, construction kits and system dynamics simulations to provide multiple representations to help students develop an understanding of problem scenarios that are complex and dynamic. We distinguish learning by modeling from learning using models and indicate the circumstances when each approach is likely to be appropriate.

Inaugural Address Symposium Can we support CCSL? Educational, social and technological affordances for learning