Abstract
An instructional design model, the Minnesota Adaptive Instructional System (MAIS), that links knowledge acquisition and employment with specific computer-based instructional prescriptions is reviewed. Specific cognitive processes for acquisition of declarative, procedural, and contextual knowledge are respectively linked to expository, practice, and problem-oriented strategies. Likewise, the cognitive processes of employment (i.e., recall, problem solving, and creativity) are linked to complex-dynamic and self-directed strategies. Each of the instructional strategies is composed of variables and conditions that have been empirically tested and shown to improve specific forms of knowledge acquisition and employment.
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Tennyson, R.D. MAIS: A computer-based integrated instructional system. Behavior Research Methods, Instruments, & Computers 25, 93–100 (1993). https://doi.org/10.3758/BF03204482
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DOI: https://doi.org/10.3758/BF03204482