Publication 5222

Cooper P. A. (1993) Paradigm shifts in designed instruction: From behaviorism to cognitivism to constructivism. Educational Technology 33: 12–19.
Examines the history, characteristics, and value of designed instruction that is grounded in behaviorist, cognitive science, and constructivist theory. Changes that have allowed developmental phases of instructional design are considered, including instructional design methodology, physical technology, and programing mechanisms used to develop instructional software.
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