Implications of cognitive theory for instructional design

The following is a summary/reflection of Winn (1990), the abstract follows This article examines some of the implications of recent developments in cognitive theory for instuctional design. It is argued that behavioral theory is inadequate to prescribe instructional strategies that teach for understanding. Examples of how instructional designers have adopted relevant aspects of cognitive theory

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Fixes to BIM

Prior to BIM being installed and used at my current institution it had to be checked by folk at NetSpot. The following details what I’ve had to do in response to that. All of the changes are fairly minor, some won’t be changed as I don’t see the point and don’t have the time. Shall

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BIM – Final Tidy up

Today is the day that BIM get’s handed off to the folk of my institution’s central IT division and from there onto Netspot who will be ensuring that it is “safe” for IT to install it on the institution’s live Moodle instantiation. In preparation for the hand over, I’ve done one last test and identified

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Implications arising from the absence of the "sameness of meaning"

A few days ago Stephen Downes – a little unusually – made a sequence of comments/tweets on Twitter around the “sameness of meaning” and its impossibility. Since then I’ve had a number of experiences and discussions that suggest some of the problem associated with learning and teaching policy, process and structure within universities arises because

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