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9 - Advances in Specifying What Is to Be Learned: Reflections on the Themes in Chapters 6–8

Published online by Cambridge University Press:  04 August 2010

By
Richard E. Mayer
Edited by
K. Anders Ericsson
K. Anders Ericsson
Affiliation:
Florida State University
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Summary

INTRODUCTION

Advances in Instructional Design

If you want to be successful in designing effective instruction, you need to begin with a clear specification of what is to be learned. This is a central premise underlying various instructional-design theories since their inception (Reigeluth, 1983, 1999; Reiser & Dempsey, 2007). The three chapters in this section provide a useful description of advances in the field of instructional design, focusing on techniques for specifying what is to be learned. In this review, after a brief analysis of the types of knowledge, I examine four phases in the evolution of instructional-design approaches. As summarized in Table 9.1, these phases involve different ways of characterizing what is to be learned – compartmentalized behaviors, compartmentalized knowledge, integrated knowledge, and individualized knowledge.

APPLYING THE SCIENCE OF INSTRUCTION

Learning is a change in the learner's knowledge due to experience (Mayer, 2001). Instruction is the systematic manipulation of the learner's experience in order to foster learning (Mayer, 2003). In short, learning involves a change in the learner's knowledge and the goal of instruction is to foster a change in the learner's knowledge. However, you can only infer a change in the learner's knowledge indirectly by observing a change in the learner's behavior, such as changes in the learner's performance on a specified task.

Type
Chapter
Information
Development of Professional Expertise
Toward Measurement of Expert Performance and Design of Optimal Learning Environments
 , pp. 203 - 212
Publisher: Cambridge University Press
Print publication year: 2009

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References

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