Martin Tessmer

Environment analysis: A neglected stage of instructional design

Environment analysis is a recognized but undeveloped step in the instructional design process. To date, no systematic process or criteria exists for analyzing instructional environments. This paper defines the concept of environment analysis and lists the factors, questions, and tools that can be used to apply the process to instructional design projects.

A New Model of Concept Teaching and Learning.

Current models of instructional design assume that concepts are (a) classifying rules, (b) components of a more complex network or schema in memory, and (c) evaluated/taught by classification performance. Based on current research and theory, however, concepts should be viewed as conceptual tools rather than classification rules. Concepts may be schemas or networks in themselves, as a complex arrangement of declarative, procedural, and inferential knowledge. Concept learning may be measured by concept use and inferences as well as classification and taught via analogies, learning strategies, use/inference practice, and rational-set generators.

Effects of a diagrammatic display of coordinate concept definitions on concept classification performance

This study investigated the effect of an innovative method for presenting coordinate definitions on learning defined concepts. A text that arranged definitions and examples of seven coordinate concepts in a tree-like diagram was contrasted with a text that arranged these same definitions and examples in a standard textbook format. In addition, this study examined a method of creating concept examples that required different levels of discrimination and generalization, called a rational set generator. Forty-six junior and senior high school physics students participated. Results confirmed the predicted interaction between text method and reading ability, with the lower ability students benefiting more from the diagram method than their counterparts exposed to the textbook format.

Subject specialist consultation in instructional design: Higher education

Instructional design consultation in higher education has its own unique set of problems and solutions. The needs and characteristics of the subject specialist in higher education differ from those in other work environments. To facilitate subject specialist-instructional designer interactions in higher education, certain tools and strategies can be used. Through a four-stage training process, students in instructional development programs can learn to successfully use these tools and strategies as part of the consultation process.