Title
Instructional implications of cognitive task analysis as a method for improving the accuracy of experts’ self-report
Document Type
Presentation
Journal/Book Title/Conference
Avoiding simplicity, confronting complexity: Advances in studying and designing powerful (computer-based) learning environments [European Association for Research on Learning and Instruction SIG Instructional Design and SIG Learning and Instruction with Computers conference]
Publication Date
6-1-2006
Recommended Citation
Feldon, D. F., & Clark, R. E. (2006). Instructional implications of cognitive task analysis as a method for improving the accuracy of experts’ self-report. Presented at Avoiding simplicity, confronting complexity: Advances in studying and designing powerful (computer-based) learning environments [European Association for Research on Learning and Instruction SIG Instructional Design and SIG Learning and Instruction with Computers conference]. Leuven, Belgium: June, 2006.
