Advancements in instructional design theory: Contextual module analysis and integrated instructional strategies

In the past decade, research and theoretical advancements in both cognitive science and instructional technology have led to updates in instructional design theory. In this article, we review two areas in which the updates make important contributions: information analysis for higher-order cognition, and instructional strategies to improve acquisition of such higher-order processes. From our reviews of the literature, we propose procedures for conducting a contextual module analysis and designing integrated instructional strategies. An additional purpose of the article is to demonstrate the need for researchers in educational technology to lead in the discovery of theories contributing to acquisition of higher-order cognition.