Design Processes Involved in the Creation of Computer Based Learning Environments: Preliminary Results
Steve Wakeham, Robert Bracewell, McGill, Canada
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This short paper describes dissertation work in progress investigating the cognitive processes and social practices involved in the creation of computer based learning environments (CBLEs). Unfortunately, knowledge regarding the actual design process is very limited. Formal instructional design prescriptions (Dick & Carey 1985; Gagne Briggs & Wager 1988) and design principles based on cognitive psychology (Duffy & Cunningham 1996; Wasson, 1996) do exist but it is not clear how these prescriptions and design principles are used in 'real life'. Research into the cognitive processes involved in instructional design tasks is limited. Studies have examined such things as the extent and nature of alternative designs and stopping rules (Kerr, 1983), expert-novice differences in problem understanding and problem solution (Rowland, 1992) and, expert-novice differences in declarative and procedural knowledge and representations of design (Perez & Emery, 1995). There are very few studies of the design process involved in the creation of CBLEs. The lack of empirical work regarding the design processes and practices involved in the creation of CBLEs is surprising given the important contributions this type of knowledge could bring to future design activities. Studies of the process could indicate where typical difficulties exist and suggest strategies to overcome them. Additionally, it would be interesting to observe the effect of the application of one of design principles on the actual design process.
Wakeham, S. & Bracewell, R. (2000). Design Processes Involved in the Creation of Computer Based Learning Environments: Preliminary Results. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1767-1768). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2000 Association for the Advancement of Computing in Education (AACE)