Cognitive Approaches to Instructional Design

Abstract

The field of instructional design (ID) has enjoyed considerable success over the last two decades but is now facing some of the pains expected along with its growth. Based largely on behavioristic premises, ID is adjusting to cognitive ways of viewing the learning process. Originally a primarily linear process, ID is embracing new methods and computer design tools that allow greater flexibility in the management and order of design activities. In the present climate of change, many practitioners and theorists are unsure about what works; for example, how to apply ID to the design of a hypertext system or an on-line performance support system. Our purposes are (1) to review new methods and tools for doing ID, (2) to survey some promising models of training design that incorporate cognitive learning principles, then (3) to offer some guidelines for the design of training programs based on those learning principles.

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