ABSTRACT
Moreover, a number of the constructs, concepts, and methods underlying these approaches to instructional design are addressed, in one form or another, throughout this book. For example, the roles of simulation, interactivity, and virtual reality in learning are discussed in Chapters 5 and 10, and the use of instructional systems design for the analysis of instructional content and the organization of training programs is discussed in Chapter 9. In the present chapter, methods related to task analysis, the sequencing of instruction materials, and the use of holistic tasks during instruction are emphasized. However, before we brie“y present some of these and other ideas related to instructional design, it is useful to provide a very brief historical account of the kinds of thinking in this area that have led to current perspectives in instructional design (ID).
