![Loading...](https://link.springer.com/static/c4a417b97a76cc2980e3c25e2271af3129e08bbe/images/pdf-preview/spacer.gif)
-
Article
Designing for decision making
Decision making is the most common kind of problem solving. It is also an important component skill in other more ill-structured and complex kinds of problem solving, including policy problems and design probl...
-
Article
Ask Systems: interrogative access to multiple ways of thinking
The purpose of this paper is to familiarize instructional designers and researchers with a useful design and research paradigm known as “Ask Systems.” Ask Systems are interrogative interfaces to information an...
-
Article
Arguing to learn and learning to argue: design justifications and guidelines
Meaningful learning requires deep engagement with ideas. Deep engagement is supported by the critical thinking skill of argumentation. Learning to argue represents an important way of thinking that facilitates...
-
Chapter
Externally Modeling Mental Models
Meaningful learning, as opposed to reproductive learning, is active, constructive, intentional, authentic, and collaborative. When learners engage in meaningful learning, they naturally construct mental models...
-
Article
Designing effective supports for causal reasoning
Causal reasoning represents one of the most basic and important cognitive processes that underpin all higher-order activities, such as conceptual understanding and problem solving. Hume called causality the “c...
-
Article
On the Role of Concepts in Learning and Instructional Design
The field of instructional design has traditionally treated concepts as discrete learning outcomes. Theoretically, learning concepts requires correctly isolating and applying attributes of specific objects int...
-
Article
A Constructivist's Perspective on Functional Contextualism
-
Chapter
Modeling for Meaningful Learning
In the first part of the chapter, we argue that the goal of formal education should be meaningful learning. Meaningful learning is necessarily social, collaborative, intentional, authentic, and active. The res...
-
Article
Read the bottom line
-
Article
The effects of argumentation scaffolds on argumentation and problem solving
An important skill in solving problems, especially ill-structured problems, is the production of coherent arguments to justify solutions and actions. Because direct instruction in argumentation has produced in...
-
Article
Case-based reasoning and instructional design: Using stories to support problem solving
With an increased emphasis on problem solving and problem-based learning in the instructional design field, new methods for task analysis and models for designing instruction are needed. An important methodolo...
-
Article
Communication patterns in computer mediated versus face-to-face group problem solving
Research has shown that when group problem solving is computer mediated, communications become more task oriented with clearer role expectations, while face-to-face communications are more cohesive and persona...
-
Article
Toward a design theory of problem solving
Problem solving is generally regarded as the most important cognitive activity in everyday and professional contexts. Most people are required to and rewarded for solving problems. However, learning to solve p...
-
Article
Activity theory as a framework for designing constructivist learning environments
The epistemic assumptions of constructive learning are different from those of traditional instruction, so classical methods of needs and task analysis are inappropriate for designing constructivist learning e...
-
Article
Computers as mindtools for engaging learners in critical thinking
-
Article
Instructional design models for well-structured and III-structured problem-solving learning outcomes
Although problem solving is regarded by most educators as among the most important learning outcomes, few instructional design prescriptions are available for designing problem-solving instruction and engaging...
-
Article
Enhancing relevance: Embedded ARCS strategies vs. Purpose
The hypothesis of this study assumes that the cognitive effects of motivation result primarily from the relevance of what is being learned, that is, whether the ideas being studied are meaningful and whether t...
-
Article
Scaffolding diagnostic reasoning in case-based-learning environments
MEDICAL DIAGNOSIS is a critical skill that is usually developed with experience in interacting with, diagnosing, and managing patients. Computer-delivered, case-based-learning environments can be developed to ...
-
Article
Computers as cognitive tools: Learningwith technology, notfrom technology
COGNITIVE TOOLS are computer-based applications that are normally used as productivity software. However, these applications may also function as knowledge representation formalisms that require learners to th...
-
Article
Learningwith media: Restructuring the debate