Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

20 – Instructional Strategies
feedback, assessing performance, and enhancing retention
and transfer.
Instructional strategies. Components of a set of instructional
materials and the activities that the students
must do to achieve the learning outcomes.
Intellectual skills. Skills that require learners to think
(rather than simply memorize and recall information).
Learning outcomes. Specific measurable skills.
Learning styles. Characteristic behaviours that indicate
how students prefer to learn. Also known as cognitive
styles or learning preferences.
Metacognition. An individual’s knowledge and understanding
about their own mental processes; how one
actively controls and monitors their memory, comprehension,
and other thinking processes involved in planning
to learn, learning, and assessing their learning.
Procedural analysis. Used to derive subordinate psychomotor
skills.
Psychomotor skills. Those skills that enable learners
to carry out muscular actions.
Storyboards. Paper-based scale replica drafts of each
screen that will appear on the computer.
Subordinate skills analysis. A process for determining
the skills that must be learned before performing a step.
Verbal information. Material, such as names of objects,
that students simply have to memorize and recall.
Wikipedia. A web-based, multilingual, free content
encyclopedia.
References
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skills handbook. Englewood Cliffs, NJ: Educational
Technology Publications.
Bastiaens, T. & Martens, R. (2000). Conditions for webbased
learning with real events. In Abbey, B. (Ed.), Instructional
and cognitive impacts of web-based education.
(pp. 1–31). Hershey, PA: Idea Group Publishing.
Beach, B. K. (1993, October). Learning with Roger
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Brush, T. (1998). Embedding cooperative learning into
the design of integrated learning systems: Rationale
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Churach, D. & Fisher, D. (2001). Science students surf
the web: Effects on constructivist classroom environments.
Journal of Computers in Mathematics and
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instruction (3rd ed.). Glenville, IL: Harper Collins
Publishers.
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learning characteristics and effective software instruction.
Educational Technology, 34(6), 25–31.
Fenrich, P. (2005). Creating Instructional Multimedia
Solutions: Practical Guidelines for the Real World.
Santa Rosa, CA: Informing Science Press.
Gagne, R., Briggs, L. & Wager, W. (1988). Principles of
instructional design (3rd ed.). New York, NY: Holt,
Rinehart and Winston.
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to learn. Performance and Instruction, 26(8), 1–7.
Main, R. (1993, December). Integrating motivation into
the instructional design process. Educational Technology,
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Miller, S. & Miller, K. (2000). Theoretical and practical
considerations in the design of web-based instruction.
In Abbey, B. (Ed.), Instructional and cognitive
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PA: Idea Group Publishing.
Newby, T., Ertmer, P. & Stepich, D. (1995). Instructional
analogies and the learning of concepts. Educational
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learn. San Francisco, CA: Jossey-Bass Publishers.
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Learning Through Understanding of Brain
Science Research. Retrieved March 31, 2005, from
http://www.league.org/publication/abstracts/learning
/lelabs200501.html
320 Education for a Digital World