Dessa Schurr

EDTECH 504
Fall 2013
Annotated Bibliography of Educational Theory in Instructional Design
With the inclusion of educational technology ideas and concepts, it has become important to
communicate the computers role and how to evaluate new media tools. There is an evolution for
establishing the need for theories and models to help learning technology. When designing instruction,
prior knowledge and experiences allow for effective multimedia learning. This allows for the idea that
computers can be an engaging tool to provide the learner to create opportunities for meaningful
learning and deeper understanding of content. Educational theories should be included in instructional
design by using several features of each theory that can clearly have a beneficial role in multimedia
environments.
Baukal, C., Ausburn, F., & Ausburn, L. (2013). A proposed multimedia cone of abstraction: updating a
classic instructional design theory. Journal of Educational Technology, 9(4), 15-24. Retrieved
from http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=89575736&site=ehost-
live
This article discusses and defines the new Multimedia Cone of Abstraction (MCoA) which has
fewer primary levels than Dales original CoE (Cone of Experience). The purpose of the MCoA is
to aid in multimedia selections for learning. The MCoAs new design was to update the use of
multimedia in an educational setting. Going from bottom to top of the MCoA cone, it
represents more realistic to more abstract. The MCoA indicates that multimedia is more likely
to be effective at the bottom than moving towards the top, where many learners would lack the
necessary knowledge to always proceed. It was also stated that this MCoA is only an aid for
instructional designers when using multimedia. Since this article focused its main source of
multimedia on computers, I could relate their references and recommendations since my
classroom is a computer lab.
De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for
thought. Instructional Science, 38, 105-134. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=508144724&site=ehost-live
De Jong focuses on working memory and instructional design systems which he describes as
cognitive load theory. Working memory is short term memory, or small amounts of memory for
a short time. This articles focus follows the research regarding the criticism of cognitive load
theory recently, conceptual clarity, and methodological approaches. De Jong presents a number
of questions, discusses methodological issues, and examines the consequences for instructional
design. He stated that the greatest achievement of cognitive load theory is that it has created
unity in instructional design principles, but needs to move forward for better application. I found
this interesting since discussion of working memory and long term memory were scrutinized and
defined.
Dijkstra, S. (1997). The integration of instructional systems design models and constructivistic design
principles. Instructional Science, 25, 1-13. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507544726&site=ehost-live
Dijkstra discusses objectified knowledge, instructional design, and a framework for acquiring the
knowledge of the education is provided. There are three categories of problems discussed:
description problems, interpretation problems, and design problems. Inclusion of curriculum
design and selection of problems for learners is discussed. The main focus is that students
obtain knowledge in different ways individually, but the problem for instructional designers is
that they retain it for effective usage now and in the future. Dijkstra believed the answer is to
present problems which require students to develop concepts, interpret theories, and design
procedures that will assist them in all areas of study at all levels. This concept is an area I strive
for in teaching new software to my students, since most of my students are at different levels of
knowledge using computer technology. Adjustments should be made constantly to allow those
students who need the basics while allowing those who have more knowledge to proceed with
the lesson.
Issroff, K., & Scanlon, E. (2002). Educational technology: The influence of theory. Journal of Interactive
Media in Education, 6, 1-13. Retrieved from http://www-jime.open.ac.uk/article/2002-6/90
Issroff and Scanlon discuss the importance of theories in educational technology. They begin by
looking at the influence of the history of educational technology and its importance of
communication, the computers role, and the evaluation of new media. Issroff and Scanlon
explain that educational technology is concerned with the design and evaluation of learning
experiences. Their work is revolved around design, implementation, and evaluation of learning
systems (Issroff & Scanlon, 2002, p. 3). Artificial Intelligence in Education and Human Computer
Interaction are two disciplines that are discussed in relation to educational technology and
theories. They have determined that theory in educational technology needs to be descriptive
at minimum, that is it needs to be an account of students learning experience which is not
contradicted by empirical observation (Issroff & Scanlon, 2002, p. 10). They conclude by
establishing the need for theories and models to help learning technology evolve.
Merrill, D.M. (2002). First principles of instruction. Educational Technology Research & Development,
50(3), 43-59. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507739304&site=ehost-live
Merrill has been trying to identify similar principles of instruction theories and this article is a
preliminary report of his findings involving the first five principles. According to other
researchers stated by Merrill, instructional design theory varies from basic descriptive laws
about learning to broad curriculum programs that concentrate on what is taught rather than on
how to teach. Merrill includes research and comparison examples to illustrate his ideas by
McCarthy (1996), Andre (1997), Gardner (1999), Nelson (1999), Schank (1999), and the
Vanderbilt Learning Technology Center. This report discusses principles of instruction and
theories to see how they are each incorporated. Merrills findings discover that all these
theories and models are basically the same first principles, but the vocabulary that each use is
vastly different. Using these principles involving the learner: problem-centered, activation,
demonstration, application, and integration are key components for producing lesson plans that
will encourage significant learning for all.
Si, J. & Kim, D. (2011). How do instructional sequencing methods affect cognitive load, learning transfer,
and learning time? Educational Research 2(8), 1362-1372. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=66170584&site=ehost-live
This article focuses on the research conducted on teaching authentic tasks based on real life.
This idea shows how these tasks can be used in daily life. Si and Kim looked at how cognitive
load effected learning of authentic tasks. They believe that decreasing cognitive load would be
an important element for learners when learning these types of tasks. With their finding in this
study, learning time was found to be an important element to instructional design. Since rapid
changes to work environments are constantly occurring, training time and learning new skills
becomes limited. Si and Kim (2011) found that whole-task sequencing with simple backwards
chain approach seems the most appropriate (p. 1370). This idea suggests that the task is
completed in the opposite sequence that it is normally presented. Through this research Si and
Kim (2011) concluded that different sequencing approaches may need to be employed
according to the expertise of participants in related content areas (p. 1370).
Spector, J. M. (2002). Knowledge management tools for instructional design. Educational Technology,
Research and Development, 50(4), 37-46. Retrieved from
http://search.proquest.com/docview/218051169?accountid=13360
Spector describes KMS (knowledge management systems) as an integrated collection of tools
and its application for instructional designers. The focus is concentrated around technology and
its impact. He concludes that while the potential is there for KMS to improve instructional
design there are several variables as to why it may not be used to its potential, including
communication, coordination, collaboration, and control. Examples are shown as to the benefits
of using KMS in instructional design and how the quality of instruction would benefit and
improve learning outcomes. This article purported the idea of openly sharing information
instead of reinventing the wheel again. This article focused on the idea that not only are tools
(KMS) important, but so is the user in preparing instructional materials to advance learning.
Van Gog, T., Ericsson, K.A., Rikers, R.M., & Paas, F. (2005). Instructional design for Advanced Learners:
Establishing connections between the Theoretical Frameworks of Cognitive Load and Deliberate
Practice. Educational Technology Research & Development, 53(3), 73-81. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=17849684&site=ehost-live
Discussion that relates to many other researchers studies was mentioned in this article in
regards to cognitive load theory (CLT) in order to attain higher levels of expertise in activities.
Designing these instructional materials will require that new demands are met for superior
knowledge, and not just basic skills. This article stated that in previous years most of the CLT was
designed for novices, but it is becoming obvious through others research that it is leading to a
redundancy effect. Instructional designers need to consider prior knowledge in order to reach
expertise and excelled performance from the learners. This will cause learners to become more
independent and allowing them to progress from basics to experts. However, tasks and
instructions need to be tailored to anticipate the learners progress in order to allow the
learners to critically evaluate their outcomes and how to attain the correct objectives. The
authors state that there is a lengthy process yet to achieve improving performance in
instruction, but we are on the right track. Considering these aspects when choosing lessons is
necessary since students have varying levels of skills and prior knowledge.
Wild, M., & Quinn, C. (1998). Implications of educational theory for the design of instructional
multimedia. British Journal of Educational Technology, 29(1). Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=3371709&site=ehost-live
Wild and Quinn focus on designing instruction based on the learner, prior knowledge, and
experiences to create effective multimedia learning. They break down this idea by first defining
learning and what impacts a learner. It is described that learning develops schemas and should
include reflection of personal experience. Wild and Quinn (1998) state that support for different
learning styles in multimedia can provide different paths to support the learner, whether first
to obtain information, resources, sample problems, or practice opportunities (p. 75). They also
suggest that instructional multimedia allows for problem-based learning (Wild & Quinn, 1998,
p. 77) to provide additional practice which encourages the learner to apply this knowledge to
new problems. They would prefer to work toward a converging model for the inclusion of
theories into instructional design approaches, drawing on the various elements of each theory
that clearly have a useful role in explaining learning in multimedia environments (Wild &
Quinn, 1998, p. 78). Wild and Quinn state the computer can be a tool to engage the learner in
their own meanings to create a deeper and more complete understanding. They conclude by
stating that instead of creating instructional designs for predetermined goals, allow the learner
to be a part of the design by modeling their understanding which engages significant cognitive
connections.
Zhu, X., Zhu, D., Lee, Y., & Simon, H. (2003). Cognitive theory to guide curriculum design for learning
from examples and by doing. Journal of Computers in Mathematics and Science Teaching 22(4),
285-322. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507804627&site=ehost-live
Using the idea of the human cognitive processes allow us guides for Middle school math and
science students. This shows how they were instructed in their curriculum for learning by
examples and then following through. Discovery found that to use more examples to explain a
problem led to better understanding and increased motivation of the learners. Examples
needed to be developed to draw the learners attention to necessary factors, presented in
correct sequence, a conclusion to elaborate on their new knowledge, and immediate feedback.
With having more than one example available, this encourages repetition of the knowledge to
be learned.