MAIS: A computer-based integrated instructional system

Abstract

An instructional design model, the Minnesota Adaptive Instructional System (MAIS), that links knowledge acquisition and employment with specific computer-based instructional prescriptions is reviewed. Specific cognitive processes for acquisition of declarative, procedural, and contextual knowledge are respectively linked to expository, practice, and problem-oriented strategies. Likewise, the cognitive processes of employment (i.e., recall, problem solving, and creativity) are linked to complex-dynamic and self-directed strategies. Each of the instructional strategies is composed of variables and conditions that have been empirically tested and shown to improve specific forms of knowledge acquisition and employment. © 1993 Psychonomic Society, Inc.