Model-centered instruction: Difference between revisions

Revision as of 20:24, 22 March 2006

Revision as of 18:09, 29 March 2006

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{{Wikify-date|March 2006}}

'''Model-centered instruction''' is a general theory of instructional design developed by Andrew S. Gibbons (1). This theory can be used to design individual and group instruction for all kinds of learning in any type of learning environment. In addition, this theory may be used to design instruction with a wide variety of technologies and media delivery systems.

==Theoretical Background==

The theory of model-centered instruction is based on the assumption that the purpose of instruction is to help learners construct knowledge about objects and events in their environment. In the field of cognitive psychology, theorists assert that knowledge is represented and stored in human memory as dynamic, networked structures generally known as schema or mental models. This concept of mental models was incorporated by Gibbons into the theory of model-centered instruction. This theory is based on the assumption that learners construct mental models as they process information they have acquired through observations of or interactions with objects, events, and environments. Instructional designers can assist learners by (a) helping them focus attention on specific information about an object, event, or environment and (b) initiating events or activities designed to trigger learning processes.

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7. '''Instructional augmentation''': The learner should be given support during solving in the form of dynamic, specialized, designed instructional augmentations.

==References==

Each of these principles are defined in more detail below.

=== Experience ===

=== Problem solving ===

=== Denaturing ===

=== Sequence ===

=== Goal orientation ===

=== Resourcing ===

=== Instructional augmentation ===

(1) Gibbons, A. S., Model-Centered Instruction. ''Journal of Structural Learning and Intelligent Systems''. 14: 511-540, 2001.