Theory-based design of instruction

The theory of human cognition that has emerged over the past three decades opens up the possibility of theory-based design of instruction. Theory-based instruction begins with a theory of the ment processes that are involved in learning a particular subject matter. Instruction is then designed to facilitate those processes. Theory-based instmction is based on the structure of the learner, rather than on the structure of the subject matter. 

In summary, it is a minimal requirement for theory-based design of instruction in a particular subject matter that we can identify the content of that subject matter. However, no systematic methods have yet been developed for identification of the concepts and principles of a given knowledge domain. Subject matter identification is still an art form Someone who understands the domaini3 writes down whatever concepts and principles he/she intuits as belonging to the... 

Abstract Developers of Artificial Intelligence (AI) -based instructional software have not yet paid a sufficient amount of attention to the instructional capabilities of such systems. In this paper, we briefly discuss candidate theories of instructional design with the goal of convincing the reader that there do exist instructional theories with which developers of Al-based instructional software should be familiar. We also investigate what additional information is required to supplement such theories, and suggest directions for future research and development. 

Theories of instructional design do not suffice they must be supplemented with knowledge from other sources, such as studies concerning the implementation and evaluation of instruction. The knowledge of human experts, including experienced teachers, must be tapped. Consider the development of an expert system to do oil-well analysis although there exist models upon which the system can be based, the models are not sufficiently detailed to map out all situations, possible variations, etc. Input from human experts is also required. The task of developing an instructional system is no less complicated. Instruction is a complex domain, in which it is difficult to determine the relevant factors, let alone assess them. 

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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