| Description |
x, 168 pages : illustrations ; 21cm |
| Series |
Australian education review ; no. 43 |
|
Australian education review ; no. 43
|
| Contents |
1. Our cognitive architecture -- 2. Element interactivity and itnrinsic cognitive load -- 3. Cognitive load theory -- 4. Instructional designs associated with learning to solve problems -- 5. Formatting text and diagrams : worked examples and the split-attention ffect -- 6. Formatting text and diagrams : initial instructions and the split-attention and redundancy effects -- 7. Mixing audio and visual materials -- 8. Some consequences of our cognitive processes for instructional procedures |
| Summary |
"Instructional Design details the findings of John Sweller and his research team, who have used cognitive principles and a large range of experiments to devise a variety of instructional designs. Their recommendations are based on twenty years of objective published research. Although the program focused on technical subjects - such as mathematics, science and technology education - the findings can be easily applied to a range of language-based, non-technical areas."--BOOK JACKET |
| Notes |
Includes indexes |
| Bibliography |
Bibliography: pages 160-163 |
| Notes |
Australian education review no:43 0311-6875 |
| Subject |
Instructional systems -- Design.
|
|
Cognitive learning.
|
|
Learning, Psychology of.
|
| Author |
Australian Council for Educational Research.
|
| LC no. |
00001429 |
| ISBN |
0864313128 |
|
