ABSTRACT

384One of the most influential and pervasive theories underlying instructional design proposes that (1) there are identifiably different types of learning outcomes, and (2) the acquisition of these outcomes requires different internal and external conditions of learning. These propositions underlie an outcome-referenced, conditions-based paradigm of instructional design (ID). The outcome-referenced, conditions-based perspective is commonplace, if not universal, in current instructional psychology and instructional design thinking, even when the author' orientation and values are not based on the cognitive science that underlies this perspective. Whether or not individuals formally subscribe to or have an interest in these theories and models, it is part of the everyday work of instructional designers and scholars of instruction and learning environments. This chapter (1) presents the assumptions of the outcome-referenced, conditions-based perspective, (2) describes prevalent theories and models within this tradition, and (3) provides future directions for research and development.