Abstract
In order to participate effectively in the instructional development process, an instructional designer must quickly develop a conceptualization of the content to be included in the instruction. The conceptualization is based on content-related information acquired from a variety of sources, such as the designer’s prior knowledge, a subject-matter expert, or printed subject-matter materials. This article provides an overview of techniques an instructional designer can use to examine printed subject-matter materials when conceptualizing unfamiliar content.
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Wedman, J.F. Conceptualizing unfamiliar content. Journal of Instructional Development 10, 16–21 (1987). https://doi.org/10.1007/BF02905782
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DOI: https://doi.org/10.1007/BF02905782