Abstract
Presented is a methodology to analysis situational and cultural aspects of a learning environment. Whereas conventional instructional design procedures for content/task analyses focus on declarative and procedural knowledge, the proposed method updates the analysis procedures to include contextual knowledge. The theoretical nature of contextual module analysis is presented along with a worked example to illustrate the procedure. The analysis procedure involves a context description, a complex-problem analysis, a modular organization, and modular sequencing.
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© 1992 Springer-Verlag Berlin Heidelberg
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Tennyson, R.D., Snyder, L.L., Elmore, R.L. (1992). Contextual module analysis in instructional design. In: Dijkstra, S., Krammer, H.P.M., van Merriënboer, J.J.G. (eds) Instructional Models in Computer-Based Learning Environments. NATO ASI Series, vol 104. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-02840-7_19
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DOI: https://doi.org/10.1007/978-3-662-02840-7_19
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-08148-4
Online ISBN: 978-3-662-02840-7
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