Computers and Instructional Design: Component Display Theory in Transition
Component display theory (CDT) is used as a working example in this examination of the relationship between instructional design theory and computer assisted instruction (CAI) models. Two basic approaches to instructional design--the analytic and the holistic methods--are reviewed, and four elements of CDT are described: (1) content types, including facts, concepts, procedures, and principles; (2) the performance outcomes of use and remember; (3) primary presentation forms, i.e., basic presentations of definitions, examples, and practice cases; and (4) secondary presentation forms such as "help" displays, elaboration, analogies, and advance organizers. Some of the rules and procedures tying these elements together are summarized and illustrated. The application of CDT is then traced from its roots in programmed instruction and CAI, through traditional forms of education, to its potential for intelligent CAI modeling of tutoring strategies.
Wilson, B. G. (1987). Computers and instructional design: Component display theory in transition. In M. R. Simonson & S. Zvacek (Eds.), Proceedings of selected research presentations (pp. 767–782). Washington D. C.: Association for Educational Communications and Technology, Research and Theory Division.