ABSTRACT
This chapter describes ways in which technologies can be used to implement instructional strategies drawn from cognitive principles. It describes traditional approaches to task analysis for instructional design. The chapter discusses implications from the cognitive psychology literature for how such tasks should be analysed. A conventional task analysis commissioned by the Federal Aviation Administration identified the steps in air traffic control. The extensive cognitive psychology literature contrasting expert and novice performance in a wide variety of domains has implications for the analysis of job tasks. Expert controllers make hundreds or even thousands of individual decisions in an hour, often with little conscious awareness of the many criteria they are using and how they are combining those criteria to arrive at a solution.
