Introduction to the special issue. Designing instruction for learning technologies
Résumé
As academics, most of us are teachers, so we are instructional designers: we design slides, on-line courses, texts, pictures, videos. We have some skills in designing problems, explanations, questions, helps, interactions. During the COVID-19 lockdown, teachers' skills as designers have been challenged, a lot, all over the world, from pre-schools to universities. Lockdown was an opportunity to realize a very simple fact: as instructional designers, we were novices in distance learning, we made many mistakes, our intuition-based skills were often not sufficient. As teachers, we sometimes forgot that research in instructional design provides us with very useful knowledge, just to do our job. Most of this knowledge comes from research in educational and cognitive psychology. In a recent paper, Mayer (2021) presented 14 principles (i.e. research results, based on the Cognitive Theory of Multimedia Learning, replicated and «meta-analyzed») that every teacher can use
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