7 Result(s)
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Chapter
Message Design, the Learning Sciences, and Social Learning Theory
Designing conversations is only possible in an indirect sense; even though conversational forms of instruction are desirable, designers can’t actually design them.
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Chapter
Conversation Theory and the Message Construct
The purpose of this chapter is to demonstrate that the message construct provided by the architectural theory of instructional design aligns with constructs supplied by an analytic conversation theory that pro...
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Chapter
Intelligent Tutoring Systems and the Inevitability of the Message Construct
New hardware and software concepts matured in the 1960s to open the way for a great variety of new, dynamic instructional forms. Serious and well-funded experimentation in intelligent tutoring systems marked t...
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Chapter
Results and Conclusion
In this monograph we have examined evidence for the existence of an instructional design construct, the message. We have provided several historical cases that show that the message construct has been used by ins...
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Chapter
Instruction as a Conversation: The Imperative for Message Layer Design
The architectural theory of instructional design (Gibbons, 2014; Gibbons & Rogers, 2009) identifies seven major functions carried out by instruction, coinciding with seven independently designable “layers” of ...
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Chapter
Message Structure, Educational Psychology, and Instructional Technology
In this chapter we begin to explore the body of historical evidence for the claim that the message construct is, and has long been, an important design construct, essential to the design of conversational inte...
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Chapter
Instructional Design and User Experience Design: Values and Perspectives Examined Through Artifact Analysis
An exploration of values and perspectives embodied in designed artifacts was conducted via the analysis of two artifacts: Mathemagics-Mental Math Tricks™ and Photomath™. Two frameworks were used for the analys...
