ABSTRACT
Foreword
Goals and preconditions. ITTis intended to foster almost any kind oflearning in the cognitive domain, though this chapter focuses on just a few kinds of learning. No preconditions are identified.
Values. Some of the values upon which this theory is based include:
efficient learning process (via carefully defined learning strategies),
efficient instructional design process through automation,
efficient simulation design through automation,
combining simulations with tutorial instruction,
the power of exploration with guidance,
adapting instruction to individual students in real time as their needs change during learning.
Methods. Here are the major methods this theory offers:
Present the goal of the instruction
Provide an open-ended learning environment
Simulation
Diagram
Learner can perform any action possible in the real-world environment
Learner can reverse any action
“Identify ” transaction: for learning the name, location, and function of parts of a device:
Presentation
Explore the names, Explore the functions,
Tell me about the parts (name, location, function)
Practice
Let me locate the parts, Let me name the parts,
Let me identify the functions of the parts
Immediate feedback
Score
Sampling with replacement
“Execute” transaction: for learning to perform a procedure:
Hands-off demonstration (action - consequence)
Practice
Simon says (direction - consequence), Do the next step (consequence),
You do it (consequence)
Feedback
Guidance
Progression of practice from highly guided to unguided
Provide explanations (what happened, why)
“Interpret” transaction: for learning to explain, predict, trouble-shoot:
Presentation
Exploration: explain (what happened, why it happened)
Practice
Predict (what happens next, why), Trouble-shoot (fault, what happened, why)
Control panel (set conditions to attain a consequence)
Guidance
Explanation (what caused the consequence)
(The above represent but three of the 13 kinds of instructional transactions identified so far by this theory)
Adapt the instruction to the learner and allow learner choices during instruction
Major contributions. Greatly reduces the time it takes to design and develop instruction. Is based on proven principles of instruction. Deals with many kinds of learning (in addition to the ones describe in this chapter).
—C.M.R.
