R. Scott Grabinger’s research while affiliated with University of Colorado and other places

ABSTRACT“Formulation of instructional strategy to match subject matter and learner requirements” is an integral part of most instructional design models (Andrews & Goodson, 1980, p.5). Yet the meaning and purpose of instructional strategies in these design models vary considerably. An instructional strategy in traditional design models usually refers to the selection of instructional delivery vehicles (e.g., lecture, demonstration, computer-assisted instruction) and support activities (e.g., practice exercises, tutoring) (cf. Tracey, Flynn, <& Legere, 1970). Contrast those conceptions with the many instructional strategies described in elaboration theory (Reigeluth & Stein, 1983), such as sub-sumptive sequencing, internally consistent orienting structures, synthesizers, summarizers, and cognitive strategy activators. What is obvious from these disparate conceptions is that instructional designers do not share a consistent definition of instructional strategies. Many of the activities that are referred to as instructional strategies are not in fact strategies, but rather are presentation vehicles.In this article, we first define instructional strategies and tactics in the context of an iterative design model. Instructional strategies are then distinguished from instructional tactics, which are the implementation of strategies. We then list the range of instructional strategies and tactics that implement them. Finally, we provide a decision tree for assisting designers to select appropriate instructional tactics.

Two CAI programs tested the effects of plain and enhanced screen designs, with or without information about the designs, and task-type on learning time and achievement. The enhanced versions used headings, directive cues, running heads, and graphic devices to organize and structure the content, Information about the screens described the purposes of the enhanced features and instructed the students to use those features while studying. One program required learners to perform a memorization task; the second program required concept acquisition and application. Plain-screen versions were equal to the enhanced versions in the effects on learning. Information about text enhancements reduced lesson time when the enhancements provided the learner with program control options.

ABSTRACT“Formulation of instructional strategy to match subject matter and learner requirements” is an integral part of most instructional design models (Andrews & Goodson, 1980, p.5). Yet the meaning and purpose of instructional strategies in these design models vary considerably. An instructional strategy in traditional design models usually refers to the selection of instructional delivery vehicles (e.g., lecture, demonstration, computer-assisted instruction) and support activities (e.g., practice exercises, tutoring) (cf. Tracey, Flynn, & Legere, 1970). Contrast those conceptions with the many instructional strategies described in elaboration theory (Reigeluth & Stein, 1983), such as subsumptive sequencing, internally consistent orienting structures, synthesizers, summarizers, and cognitive strategy activators. What is obvious from these disparate conceptions is that instructional designers do not share a consistent definition of instructional strategies. Many of the activities that are referred to as instructional strategies are not in fact strategies, but rather are presentation vehicles.In this article, we first define instructional strategies and tactics in the context of an iterative design model. Instructional strategies are then distinguished from instructional tactics, which are the implementation of strategies. We then list the range of instructional strategies and tactics that implement them. Finally, we provide a decision tree for assisting designers to select appropriate instructional tactics.

Rich environments for active learning, or REALs, are comprehensive instructional systems that evolve from and are consistent with constructivist philosophies and theories. To embody a constructivist view of learning, REALs: . promote study and investigation within authentic contexts; . encourage the growth of student responsibility, initiative, decision making, and intentional learning; cultivate collaboration among students and teachers; . utilize dynamic, interdisciplinary, generative learning activities that promote higher-order thinking processes to help students develop rich and complex knowledge structures; and, . assess student progress in content and learning-to-learn within authentic contexts using realistic tasks and performances. REALs provide learning activities that engage students in a continuous collaborative process of building and reshaping understanding as a natural consequence of their experiences and interactions within learning environments that authentically refle...

This paper provides a brief overview of Problem-Based Learning (PBL) as an instructional methodology. A description of a graduate program for practicing teachers at the University of Colorado at Denver (UCD) is also included. Problem-based learning is a student-centered instructional methodology that teaches content and skills within a knowledge domain by using substantive, carefully-crafted problems or challenges as the stimulus and focus for student activity. The students work with problems in a manner that fosters reasoning and knowledge application. The master's program in information and learning technologies at UCD is designed for classroom teachers using PBL as their primary instructional strategy. The main emphasis of the program is to help teachers learn to integrate information and learning technologies in student-centered ways in the classroom. Program issues, problems, successes, and lessons learned are discussed, including: group size and student-teacher ratio, infrequent class meetings, projects versus problems, project time commitment, and assessment and grading. (Author/SWC)

In today's complex world, simply knowing how to use tools and knowledge in a single domain is not sufficient to remain competitive as either individuals or companies. People must also learn to apply tools and knowledge in new domains and different situations. Industry specialists report that people at every organizational level must be creative and flexible problem solvers (Lynton, 1989). This requires the ability to apply experience and a definition knowledge to address novel problems. Consequently, learning to think critically, to analyse and synthesize information to solve technical, social, economic, political, and scientific problems, and to work productively in groups are crucial skills for successful and fulfilling participation in our modern, competitive society.

THIS PAPER BEGINS with a description of our assumptions about meaningful learning in higher education and meaningful learning from hypertext. We then describe different classes of applications of hypertext to support learning including hypertext as vehicle, information access hypertexts, intentional learning environments, and knowledge construction environments. Finally, we discuss some limitations of hypertext for facilitating learning, issues and processes in evaluating meaningful learning outcomes from hypertext environments.