Bednar and her colleagues wish to challenge the concept that the eclectic nature of the field of Instructional System Technology (IST) is necessarily a strength illustrating their argument by reference to the implications of various versions of cognitive science for the field of IST. The authors argue that abstracting concepts and strategies from the theoretical position strips them of their meaning. The designers must develop reflexive awareness of their personal beliefs about the nature of learning and select concepts and strategies from a theoretical basis consistent with their beliefs. In this chapter the authors present at the beginning basic characteristics of the information processing and constructivist viewpoints within cognitive psychology to contrast their implications for instruction and the instructional design process. Finally, they reflect on the implications of the discussion for future directions emphasizing that their instructional methods reflect a theory of learning and a specific epistemology.
Quelle: http://www.elearning-reviews.org/