Instruction Maps to Learning Events: Principles from the KLI Framework
Abstract
The KLI framework demonstrates how different instructional methods support different learning processes, which in turn produce different types of knowledge. Optimal instructional choices change depending on the target knowledge content.
Summary
A key contribution of the KLI framework is showing how instruction must be matched to the type of learning event needed for the target knowledge.
The Instruction-Learning-Knowledge Chain
The framework establishes a causal chain:
- Instructional methods facilitate specific learning processes
- Learning processes produce changes in specific types of knowledge
Therefore, to achieve a particular knowledge goal, one must work backward: identify the knowledge type, determine which learning processes support it, then select instructional methods that facilitate those processes.
Matching Instructional Principles
Key mappings from the framework:
| Knowledge Type | Learning Process | Instructional Methods |
|---|---|---|
| Procedural/Associative | Memory, Fluency-building | Practice, Testing, Spacing |
| Conceptual | Induction, Refinement | Worked examples, Comparisons |
| Schema/Understanding | Sense-making | Explanation, Self-explanation, Elaboration |
Resolving Apparent Conflicts in Learning Science
The KLI framework explains why learning science research sometimes produces conflicting recommendations:
- Testing effect research supports more practice and retrieval
- Worked example research supports studying solutions rather than practicing
Both are correct - for different knowledge types. The framework resolves the conflict by showing these methods optimize different learning processes.
Complexity of Real Instruction
Real instructional contexts involve multiple knowledge components with different types. Effective learning engineering requires:
- Decomposing the target competency into constituent KCs
- Identifying the type of each KC
- Selecting and sequencing instructional methods appropriately