ABSTRACT
The word “ecological” in the title might bring to mind for the reader visions of plants and animals evolving to fill an environmental “niche,” ecosystems changing too quickly creating endangered species or vanishing rainforests, or the complex climate systems for which advanced mathematical models have only limited success in predicting such things as hurricanes, ocean currents, global warming, climate changes, and daily weather. Perhaps surprisingly, these are the very issues that are relevant to instructional design. Much of what has been explored anddefined for physico-chemo-biologic feedback systems has meaning when considering how people interact with learning environments, creating psycho-physico-chemobiologic learning systems.
