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Automating Instructional Design: Computer-Based Development and Delivery Tools pp 149–176Cite as

Psychological Foundations for Automated Instructional Design

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Part of the book series: NATO ASI Series ((NATO ASI F,volume 140))

Abstract

This chapter presents a cognitive view of the educational foundations for the design of automated instructional design systems. We summarize theories of instruction and learning that are based on cognitive theory and discuss how such theories form a basis for automating instructional design. Of specific interest in this chapter are issues related to knowledge representation and higher-order cognition.

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Author information

Authors and Affiliations

  1. IMSATT, 4201 North Lexington Ave., Arden Hills, MN, 55126, USA

    Robert L. Elmore

  2. Learning and Cognition, Department of Educational Psychology, University of Minnesota, 178 Pillsbure Dr. S.E., Minneapolis, MN, 55455, USA

    Robert D. Tennyson

Authors
  1. Robert L. Elmore
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  2. Robert D. Tennyson
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Editor information

Editors and Affiliations

  1. Learning and Cognition, Department of Educational Psychology, University of Minnesota, 178 Pillsbury Drive S. E., Minneapolis, MN, 55455, USA

    Robert D. Tennyson

  2. College of Education, EDU208B, University of South Florida, 4202 E. Fowler Ave., Tampa, FL, 33620, USA

    Ann E. Barron

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© 1995 Springer-Verlag Berlin Heidelberg

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Elmore, R.L., Tennyson, R.D. (1995). Psychological Foundations for Automated 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_7

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  • DOI: https://doi.org/10.1007/978-3-642-57821-2_7

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-63366-9

  • Online ISBN: 978-3-642-57821-2

  • eBook Packages: Springer Book Archive

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