Search results for author:"Arthur D. Fisk"
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Educational Technology Vol. 26, No. 4 (1986) pp. 24–26
Proposes an instructional design model which bridges the gap between the cognitive psychology and instructional design field. The model predicts when learning of task components will occur and suggests which components of a task should receive...
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 6 (November 2013) pp. 1009–1046
Some task analysis methods break down a task into a hierarchy of subgoals. Although an important tool of many fields of study, learning to create such a hierarchy (redescription) is not trivial. To further the understanding of what makes task...