Integrating cognitive task analysis into instructional systems development

Ryder, Joan M.; Redding, Richard E.

doi:10.1007/bf02297312

Cited by 38 publications

(32 citation statements)

References 34 publications

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“…Traditional task analysis methods typically result in a list of tasks and subtasks stated in behavioral terms and framed in a procedural format (Gordon & Gill, 1997;Ryder & Redding, 1993). In contrast, the HTA process primarily focuses on analyzing relatively complicated, ill-structured tasks for which experts use such heuristic knowledge as principles, causal models, and guidelines (or rules of thumb) to decide what to do when, instead of being aware of, and deliberately following, a set of steps.…”

Section: The Heuristic Task Analysis Methodsmentioning

confidence: 99%

Formative research on the Heuristic Task Analysis process

Lee

Reigeluth

2003

ETR&D

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Section: The Heuristic Task Analysis Methodsmentioning

confidence: 99%

Formative research on the Heuristic Task Analysis process

Lee

Reigeluth

2003

ETR&D

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“…Olson and Biolsi (1991) argue that cognitive representations are critical for conceptual and performance features of cognitive task analysis. Multivariate techniques such as multidimensional scaling can characterize quantitative features of cognitive representations (Rider & Redding, 1993). Researchers have suggested various frameworks, such as representing problem solving skills and strategies (Redding, 1995), knowledge structures and measurement modeling (Benysh, Koubek, & Cakvez, 1993), and knowledge modeling classification (Essens, Fallesen, McCann, Cannon-Browers, & Dorfel, 1994).…”

Section: Cognitive Task Development and Analysismentioning

confidence: 99%

Designing Cognitively Diagnostic Assessment for Algebraic Content Knowledge and Thinking Skills

Zhang¹

2018

IES

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This study explored a diagnostic assessment method that emphasized the cognitive process of algebra learning. The study utilized a design and a theory-driven model to examine the content knowledge. Using the theory driven model, the thinking skills of algebra learning was also examined. A Bayesian network model was applied to represent the theory model and the quantitative assessment structure. Simulated data was applied to the model to illustrate the purpose. The diagnostic assessment model was represented by a Bayesian network model. Four explanatory variables and nine evidential variables were identified. These were developed to describe the content domain and cognitive structure in an algebra learning process. The diagnostic assessment model both exhibited learning progresses and provided diagnostic feedback. Through students' performance examples model-based achievement scores were reported at three levels: 1) evidential variable level, 2) explanatory variable lower level, and 3) explanatory variable higher level. This study revealed that the diagnostic assessment model can effectively report learners' progress in algebra learning in both content knowledge and thinking skills.

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“…Cognitive learning theory has become current predominant theoretical background in instructional design (Morrison, 1991;Ryder and Redding, 1993). The perspectives of learning processes from cognitive theories have been applied in many ISD models.…”

Section: Applications Of Cognitive Theories In Instructional Systems mentioning

confidence: 99%