Teoría instruccional y tecnología para el nuevo paradigma de la educación

Abstract

This article describes instructional theory that supports post-industrial education and training systemsones that are customized and learner-centered, in which student progress is based on learning rather than time. The article describes universal methods of instruction, situational methods, core ideas of the post-industrial paradigm of instruction, the importance of and problems with task-based instruction, a vision of an instructional theory for postindustrial education and training, and the roles that may be played by the teacher, the learner, and technology in the new paradigm.