In educational theory and practice, an organizational scheme for classifying the structure of conditions for learning describing the approaches, types, events, methods, and goals of instruction. While affective and psychomotor capabilities are also of importance, classic instructional design theory has focused on the cognitive domain and has been exemplified by the widely adopted hierarchical taxonomies of Bloom (1956) and Gagne, Briggs, and Wager (1992).
Published in Chapter:
Developing Prescriptive Taxonomies for Distance Learning Instructional Design
Vincent Elliott Lasnik (Independent Information Architect, USA)
Copyright: © 2009
|Pages: 15
DOI: 10.4018/978-1-60566-198-8.ch088
Abstract
One of the central problems and corresponding challenges facing the multidisciplinary fields of distance learning and instructional design has been in the construction of theory-grounded, research-based taxonomies for prescribing what particular strategies and approaches should be employed when, how, and in what combination to be most effective and efficient for teaching specific knowledge domains and performance outcomes. While numerous scholars and practioners across a wide range of associated instructional design fields have created a rich variety of effective, efficient, and very current prescriptions for obtaining specific learning outcomes in specific situations (Anderson & Elloumi, 2004; Marzano, 2000; Merrill, 2002a; Nelson & Stolterman, 2003; Reigeluth, 1999a; Shedroff, 1999; Wiley, 2002), to date, no single theory-grounded and research-verified unifying taxonomic scheme has successfully emerged to address all existing and potential educational problems across the phenomena of human learning and performance.