Research On Learning-Centered Instructional Design

In the last decades, researches on media and instruction design have made big progression at low-level learning. Now we are exploring the potentiality of new technology to promote high-order learning (including critical thought, problem-solving, imaginative, and value, etc.).We have witnessed the computer network and constructive learning theory impacting on instruction design. More and more designers in the field of instructional technology are starting to view meaning and truth as constructions, literally built through study, conversation, thought, writing, and critique in the context of a learning community. Learning and teaching activities that emphasize on open-ended, learner-centered environment are based on substantively authentic, real life than traditional, objectivist foundations for learning. So to research and develop a new set of methods for learning-centered instructional design (LID) and learning activities online will be important today.In this thesis, I want to make three questions paramount:What pedagogical objectives and strategies for high-order learning should designers or teachers embody in instructional context, mainly based on multimedia and network?How the computer network and technologies holds the greatest promise for enriching the learning experience (for high level cognitive) throughout educational enterprise?How to deploy new objective model, instruction process, technologies supported learning activities, and evaluation method to construct learning centered instructional system which promote high level learning?Also, in this research, lots of examples in our educational enterprise are given to illustrate "meaning construction" for high-order learning.