Publications & Resources
A Cognitive Demands Analysis of Innovative Technologies
Davina C. D. Klein, Harold F. O'Neil Jr., and Eva L. Baker
CRESST’s idea of an integrated simulation combines project-based learning (Savery & Duffy, 1995) and networked computers to measure the five components of the CRESST model of learning (Baker, 1995). CRESST envisions integrated simulation as a test bed where task demands require students to engage in a broad range of cognitive activities. The project-based scenario is designed to evoke a range of complex cognitive processing; the networked computers serve as the delivery system. Central to the integrated simulations are networked computers that provide the capability to implement the project-based scenario and an efficient means of capturing student processes and products throughout the project.
Klein, D. C. D., O’Neil H. F. Jr., & Baker, E. L. (1998). A cognitive demands analysis of innovative technologies (CSE Report 454). Los Angeles: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).