How to Recognize Plagiarism:
Tutorials and Tests

Instructional design theory requires at least two components: methods for facilitating human learning and development (which are also called methods of instruction), and indications as to when and when not to use these methods (which I call situations).

Reference

Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory. Mahwah, NJ: Lawrence Erlbaum Associates.

Two components must be present in an instructional design theory. The first component (methods) describes how human learning will be supported, and the second component (situation) describes when certain methods ought to be used.

LCD [Learner-Centered Design] thus extends existing design by (a) facing comprehensive cognitive complexity as a central concern, (b) extending design to the system's information content, and (c) visualizing all users (students, workers, consumers young and old) as distributed learners seeking understanding.

Reference

Reeves, W. (1999). Learner-centered design: A cognitive view of managing complexity in product, information, and environmental design. Thousand Oaks, CA: Sage Publications.

In explaining how he proposes to extend the current view of design, Reeves (1999) adds three primary components to design, including fundamental emphasis on human cognition, designing content equally with interface, and considering everyone who will use the design to be a learner.

Reference

Reeves, W. (1999). Learner-centered design: A cognitive view of managing complexity in product, information, and environmental design. Thousand Oaks, CA: Sage Publications.

Research in inquiry learning currently focuses on finding scaffolds or cognitive tools that help to alleviate these problems and produce effective and efficient learning situations. Computer environments can integrate these cognitive tools with the simulation.

Reference

de Jong, T. (2006). Technological Advances in Inquiry Learning. Science, 312(5773), 532-533.

Researchers having interest in designing effective and efficient inquiry-based learning environments have studied the utilization of cognitive tools (de Jong, 2006).  Teachers are encouraged to use cognitive tools in classroom activities to improve student learning and achievement.

At this stage the reading strategy adopted by the reader depends on the particulars of the task. The tendency to 'get on with it' seems firmly established in users of manuals and the present sample reported moving freely from manual to system in order to achieve their goal. Only three readers manifested any tendency to read around an area or fully read a section before moving on and even these admitted that they would be tempted to skim, and tend to get bored if they felt that they were not resolving their problems and only read complete sections if all else failed.

Reference

Dillon, A. (1994). Designing usable electronic text: Ergonomic aspects of human information usage. London: Taylor & Francis.

The readers of technical documentation manuals do not read those manuals in linear order. They are impatient to be about their work, jump from the text to the task and back, and only stop to read in-depth if they have no other choice.

Reference

Dillon, A. (1994). Designing usable electronic text: Ergonomic aspects of human information usage. London: Taylor & Francis.