Cognitive Research, Learning Theory, & Software Design: The Virtual Library

Molly Nicaise
Journal of Educational Computing Research, Vol. 18, No. 2, 1998, p. 105-121

The idea that theory and research on learning and cognition could influence the way we teach and structure learning environments has established a new paradigm for software designers. According to a social-constructivist perspective, discourse, authentic tasks, exploratory and student-centered learning are integral to learning and understanding. The purpose of this article is to describe design considerations that were made for a software prototype called the Virtual Library--considerations that were framed by cognitive research and learning theory. When completed, the software will assist preservice teachers in learning about educational psychology and instructional design. The software resembles a library where students browse through a series of 3-D, virtual buildings to understand research, theory, and classroom applications of educational psychology and instructional design. Students have access to movies, text, images, and World Wide Web sites. They also have opportunities to participate in interactive lessons and e-mail conversations with other students, classroom teachers, educational psychologists, and instructional designers.

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