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Three worlds of instructional design: State of the art and future directions

JEROEN J.G. VAN MERRIËNBOER and PAUL A. KIRSCHNER
Instructional Science
Vol. 29, No. 4/5, Special Issue: Epistemology, Psychology of Learning and Instructional Design (July-September 2001), pp. 429-441
Published by: Springer
Stable URL: http://www.jstor.org/stable/41953563
Page Count: 13
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Three worlds of instructional design: State of the art and future directions
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Abstract

Three worlds of ID are distinguished. The World of Knowledge stresses the analysis of learning outcomes in knowledge structures and the selection of instructional strategies for particular outcomes; the World of Learning focuses on particular learning processes and the synthesis of strategies that support those processes; the World of Work focuses on real-life task performance and strategies that support learners while they work on authentic problems. Contributions to this Special Issue are discussed within the three-world framework. Implications for future research are discussed, stressing the promise of mental models as a theoretical construct that may help to build bridges between the three worlds.

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