Based on a review of instructional design models, previous papers identified first principles of instruction. These principles prescribe a cycle of instruction consisting of activation, demonstration, application, and integration. These instructional phases are best implemented in the context of real-world tasks. A Pebble-in-the-Pond approach to instructional development prescribes a task-cente...

Instructional design is a fundamental base for educational technologies as it lays the foundation to facilitate learning and teaching based on pedagogical underpinnings. However, most of the educational technologies today face two core challenges in this context: (i) lack of instructional design as a basis (ii) lack of support for a variety of instructional designs. In order to address these ch...

Issues emerging from instructional innovation are inevitable, yet basing any curriculum shift on a theoretical framework is paramount. This paper grounds the case-based pedagogy in three learning theories: behaviorism, cognitivism, and constructivism. The three theories are described and situated in relation to the case study method. An in-depth exploration of the assumptions of each theory hel...

Traditional instruction’, when defined as teacher-centred, hierarchically organised and individually assessed, is a pedagogical approach held in contempt by many in the educational community. In spite of this, traditional instruction has not only sustained its existence in educational institutions but more recently relocated to the World Wide Web and is adapting comfortably to the new technolog...

Within its 20 years of development, the Community Inquiry (CoI) framework has become most widely used theoretical in e-learning. It is considered much distance education literature to be a robust collaborative-constructivist process model that uses three essential elements interpret educational experience: cognitive presence, teaching and social presence. Widespread use CoI resulted several cri...

I 1996, the National Survey of Desktop Computing in Higher Education reported that assisting faculty in course design and integrating it into the curriculum as the single most important issue facing institutions of higher learning (Green, 1996). This was five years ago, and it is still an issue today. In fact, the report issued in October of 2001 reiterates this same concern. It is still the si...

Today’s instructional designers can choose from a wide variety of authoring and online learning development tools. With the evolution of learning technology, expectations from outside the learning and training discipline are looking to the technology to provide instructional design guidance and allow novice developers to create instructionally sound online learning. This chapter explores the to...

The impact of new technologies in education has brought to the perception that educational Web sites have a more or less standard features in several contexts. Yet, an analysis of the existing literature reveals that the practices of Instructional Design and Hypermedia Design have few if any contact points. We claim that an integration of the two processes – namely learning activities design an...

Argumentation is a scientific literacy practice focused on developing thinking skills associated with problem-solving. As computing has become an integral part of our world, computational are requisite for successful The significant effect applications the efficacy practices increasingly acknowledged. In this article, we propose framework that conceptualizes constructivist argumentation as cont...