Abstract
The literature on algorithmic teaching and learning has had relatively insignificant influence on the technology of instructional design. A possible explanation is the fact that the subject has rarely been treated from a designer’s point of view. In this article, a number of useful terms/concepts are offered to facilitate the process of understanding and creating algorithms. A procedure is suggested for applying these concepts in the context of an information processing model. Empirical evidence of the concepts’ utility is offered. The ensuing design prescriptions are shown to be both theoretically and empirically valid, yet easy to recognize and use.
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Schmid, R.F., Gerlach, V.S. An analysis of algorithmic processes and instructional design. ECTJ 34, 163–174 (1986). https://doi.org/10.1007/BF02768423
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DOI: https://doi.org/10.1007/BF02768423