Abstract
The purpose of this chapter is to present an empirical account of a collaborative instructional design (ID) planning process and to demonstrate the inherent complexities of it. We intend to lay out the cognitive task characteristics which follow from the demands of collaborative ID planning. Based on this analysis we want to formulate implications concerning the potentials and constraints of AID.
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Latzina, M., Schott, F. (1995). Psychological Processes of Planning in Instructional Design Teams: Some Implications for Automating Instructional Design. In: Tennyson, R.D., Barron, A.E. (eds) Automating Instructional Design: Computer-Based Development and Delivery Tools. NATO ASI Series, vol 140. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-57821-2_6
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DOI: https://doi.org/10.1007/978-3-642-57821-2_6
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