Abstract
‘Learning interfaces’ are the windows on the world through which a person views information and which cause a certain quality of learning to occur. Interfaces to learning are the cognitive artifacts, the resources for learning, that populate the learning environment and occasion learning. I believe this view of instruction and learning may prove useful in situating our efforts at improving learning within a larger perspective than we usually adopt in our professional dialogue.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Anderson, J. (1983) The architecture of cognition. Cambridge, MA: Harvard University Press
Ausubel, D. (1968) Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston
Berline, D. (1960) Conflict, arousal, and curiosity. New York: McGraw-Hill
Brown, J.S. (1983) Learning by doing revisited for electronic learning environments. In: M. White (ed.) The future of electronic learning. Hillsdale, NJ: Erlbaum
Carroll, J. (1990) The Nürnberg funnel. Cambridge, MA: MIT Press
CTGV (Cognition and Technology Group at Vanderbilt) (1993) Anchored instruction and situated cognition revisited. Educational Technology, March 1993, 52–68
Duchastel, P. (1989) The upcoming of learning technology. Canadian Journal of Educational Communication, Summer, 137–139
Duchastel, P. (1990) Assimilatory Tools for Informal Learning: Prospects in ICAI. Instructional Science 19, 3–9
Gagné, R. (1985) The conditions of learning. 4th ed. New York: Holt, Rinehart and Winston
Gagné, R., Briggs, L., and Wager, W. (1988) Principles of instructional design. 3rd ed. New York: Holt, Rinehart and Winston
Hannafin, M. (1992) Emerging technologies, ISD, and learning environments: Critical perspectives. Educational Technology Research and Development 40, 49–63
Jonassen, D. (ed.) (1982) The technology of text. Englewood Cliffs, NJ: Educational Technology Publications
Keller, J. (1983) Motivational design of instruction. In: C. Reigeluth (ed.) Instructional design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates
Malone, T. (1981) Toward a theory of intrinsically-motivating instruction. Cognitive Science 4, 333–369
Merrill, D., Li, Z., and Jones, M. (1991) Instructional transaction theory: An introduction. Educational Technology 31(6), 7–12
Novack, C. (1977) A theory of education. Ithaca, NY: Cornell University Press
Pintrich, P., Marx, R., and Boyle, R. (1993) Beyond cold conceptual change: The role of motivational beliefs and classroom conceptual factors in the process of conceptual change. Review of Educational Research, 63, 167–199
Reigeluth, C., Banathy, B., and Olson, J. (1993) Comprehensive systems design: A New Educational Technology. F95
Reigeluth, C., and Stein, F. (1983) The elaboration theory of instruction. In: C. Reigeluth (ed.) Instructional design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1996 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Duchastel, P. (1996). Learning Interfaces. In: Liao, T.T. (eds) Advanced Educational Technology: Research Issues and Future Potential. NATO ASI Series, vol 145. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-60968-8_13
Download citation
DOI: https://doi.org/10.1007/978-3-642-60968-8_13
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-64634-8
Online ISBN: 978-3-642-60968-8
eBook Packages: Springer Book Archive