Each wave of advances has made it easier to present instructional content, assess mastery of the content, and track student progress. Support for CBE and related approaches has also been strong among some leading educational technologists taking advantage of continual technological advance. While work in this tradition evolved substantially in the ensuing decades, competency-based education (CBE) has gained widespread support, particularly in higher education. 1 But these more modern approaches still kept the behaviorist assumption that complex knowledge and skills should be broken down into specific competencies that can be systematically taught and assessed. The cognitive revolution of the 1970s led many working in this tradition to reject Skinner's strict focus on behavior and begin instructing and assessing more "subjective" cognitive outcomes (i.e., "knowing that…" in addition to "knowing how…"). This led to widespread interest in "programmed instruction" in the 1960s and arguments against lecture-based education. Skinner convinced many that education should focus on very specific observable behaviors. The principles also offer the flexibility, self-pacing, and accountability associated with competency-based education.ĭaniel Hickey, Professor and Program Coordinator, Learning Sciences Program, Indiana University Bloomington A proposed course framework, based on five educational design principles, helps instructors organize, motivate, and assess interactive online learning and prepares students to succeed in networked knowledge settings.
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