Search results for author:"Martin Tessmer"
Total records matched: 10 Search took: 0.106 secs
Educational Technology, Research and Development Vol. 38, No. 1 (1990) pp. 45–53
Discusses concept learning research and theory, and examines the relationship with models of instructional design. Topics discussed include how concepts are learned; how concepts are measured; instructional design for concept learning; inferences;...
Educational Technology Research and Development Vol. 46, No. 2 (1998) pp. 79–95
Outlines some tools and tactics for the knowledge-elicitation process in multimedia design by facilitating communication between the designer and subject matter expert (SME). Defines multimedia SME and exploratory multimedia, and discusses the role...
Mental Models: Do they exist, how are they taught, can they be measured? Preliminary research findings using computer based systems
World Conference on Educational Media and Technology 2002 (2002) pp. 1944–1945
This paper will be a synthesis of the author's research into methods for teaching and measuring mental models. The presentation will be organized as answers to the three most pressing questions about mental models.
Beyond Instructional Effectiveness: Key Environmental Decisions for Instructional Designers as Change Agents
Educational Technology Vol. 30, No. 7 (1990) pp. 16–20
Discusses differences between instructional efficiency and instructional effectiveness, and proposes that environmental analysis should be incorporated into the front-end analysis stage of instructional design to increase instructional success....
Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology [AECT] 1999 (February 1999)
This research explored the thesis that mental model construction can be an effective instructional strategy for mental models learning by constructing a prototype that embodies this approach. The mental model to be learned was the Internet,...
This paper describes a design model presented in workbook form which is intended to facilitate computer-assisted instruction (CAI) software design by teachers who do not have programming experience. Presentation of the model is preceded by a number...
Educational Technology Vol. 25, No. 2 (1985) pp. 29–32
Discusses development of rational set generator--an overall method for creating a rational set of examples to teach concepts and evaluate student knowledge levels--which combines formulas for creating examples measuring discrimination and...
Educational Technology Research and Development Vol. 45, No. 2 (1997) pp. 85–115
Although context is a potent force in learning, instructional design models contain little guidance in accommodating contextual elements to improve learning and transfer. Defines context, outlines levels and types, specifies contextual factors...
Educational Technology Research and Development Vol. 47, No. 2 (1999) pp. 86–99
Explains a needs-reassessment model used to reassess existing training called the CODE system; CODE stands for criticality, opportunity, difficulty, emphasis, the foci of this needs-reassessment process. Provides empirical data on the potential...
Educational Technology Research and Development Vol. 48, No. 4 (2000) pp. 43–62
This exploratory study investigated whether the process of constructing an expert system model promotes the formation of expert-like mental models. Discusses expert systems as mindtools, expert systems as learning tools, the assessment of mental...