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- Worked examples effect - presenting worked examples before asking students to try to solve one [[learning_theories:Cognitive theory of multimedia learning]] | - Worked examples effect - presenting worked examples before asking students to try to solve one [[learning_theories:Cognitive theory of multimedia learning]] | ||
- Synthesizers - (diagrams, images or other) enable easier meaningful integration and assimilation of new knowledge into existing knowledge. [[instructional_design:Elaboration theory]] | - Synthesizers - (diagrams, images or other) enable easier meaningful integration and assimilation of new knowledge into existing knowledge. [[instructional_design:Elaboration theory]] | ||
+ | - Concept maps - visual representation of the relationships between concepts. [[instructional_design:Concept mapping]] | ||
+ | - Present topic with gradually increasing complexity. [[instructional_design:Elaboration theory]], [[learning_theories:Cognitive theory of multimedia learning]] | ||
+ | - Advance organizers - introductory material presented before the learning material at a higher level of abstraction, generality, and inclusiveness. [[learning_theories:Assimilation theory]] | ||
+ | - See also: [[instructional_design:Case-Based Learning]], [[instructional_design:Simulation-Based Learning]], [[instructional_design:Goal Based Scenarios]], [[instructional_design:Problem-Based Learning]], [[instructional_design:Inquiry-Based Learning]], [[instructional_design:Incidental Learning]] | ||