CID: A Framework for Cognitive Analysis of Composite Instructional Designs

Abstract

The CID framework addresses how instruction spanning multiple phases (discovery learning, explanations, practice) work together. Its core function is explaining how intermediate knowledge generated by the learning processes of one phase impacts the learning processes of a following phase.

Questions this source addresses

• How can the CID framework explain contradictory findings in research on productive failure, where problem-solving before instruction sometimes helps and sometimes hinders learning?
• How does the CID framework extend the KLI framework to analyze instruction that spans multiple phases, such as discovery learning followed by explicit instruction?
• In what way does CID apply the knowledge, learning, and instruction levels of analysis to transitions between phases rather than to a single instructional episode?
• What role does intermediate knowledge generated in one instructional phase play in shaping the learning processes of a subsequent phase?