Prescriptive instructional theory

Instructional design can be viewed as a process of developing a blueprint as to what the instruction should be like it is a prescription as to what methods of instruction should be employed for that particular content and student. There are two issues here what is to be included within the blueprint and the process by which the blueprint is developed. It is important to note the distinction between instructional theory (just discussed) and learning theory the latter deals with conditions of learning, for which Ae designer would then need to develop methods of instruction. For an excellent overview of instructional design and the description of several such theories, the reader should consult [35] for the application of such theories, see [37]. 

Stevens, G.H., and Scandura, J.M., A Lesson Design Based on Instructional Prescriptions from the Stmctural Learning Theory, in C.M. Reigeluth (ed). Instructional Theories in Action Lessons Illustrating Selected Theories and Models, Lawrence Erlbaum Associates, Hillsdale, NJ, p. 161-199, 1987. 

Schemas in Problem Solving explores a new theory of schema development and its ability to serve as a unified basis for understanding learning, instruction, and assessment. The theory s prescriptions for teaching are direct, and its application to assessment suggests new directions for tests. 

Reigeluth, C.M., Schwartz, E. A prescriptive theory for the design of computer-based educational simulations. Journal of Computer-based Instructional Systems, 16(1 ). (1989, winter). 

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