BRIDGING COGNITIVE TASK ANALYSIS TO ISD TRAINING DESIGN

COGNITIVE SCIENCE HAS PROVIDED A NUMBER OF APPROACHES AND TECHNIQUES WHICH HAVE BEEN SUCCESSFULLY EMPLOYED IN TRAINING PROGRAMS. ANALYSIS OF COGNITIVE CONTENT OF SPECIFIC DOMAINS HAS PROVEN TO BE VALUABLE IN THE DESIGN AND DEVELOPMENT OF TRAINING PROGRAMS. UNFORTUNATELY, NO SYSTEMATIC APPROACH HAS BEEN SUGGESTED TO INCORPORATE THESE COGNITIVE ELEMENTS INTO THE MILITARY INSTRUCTIONAL SYSTEMS DEVELOPMENT METHODOLOGY. IT WOULD BE THE PURPOSE OF THIS PROPOSAL TO INVESTIGATE JUST HOW EXISTING METHODOLOGIES AND OUTCOMES IN COGNITIVE TASK ANALYSIS CAN BE BRIDGED TO THE DESIGN FUNCTION OF THE ISD MODEL AND MAKE SPECIFIC RECOMMENDATIONS FOR DEVELOPING GUIDELINES TO ASSIT INSTRUCTIONAL DEVELOPERS FOR APPLICATION. THIS PROJECT WOULD ENHANCE THE ISD MODEL BY INCLUDING THE CURRENT WORK BEING PERFORMED IN COGNITIVE INSTRUCTION AND MODELING.