1 Ambiguity, Cognition, Learning, Teaching, and Design

Many people in the instructional design community may wonder why AECT should devote a special session during its most recent International Convention in Anaheim, CA, to the issue of ambiguity. Isn’t the whole idea behind well-designed instruction that it should be ambiguity free? If at all a debate on the issue of ambiguity would be necessary, shouldn’t such an exercise simply focus on possible ways to improve instructional design procedures so as to take ambiguity away to the maximum extent possible? Not so, was the idea of a group of people brought together by the Learning Development Institute (LDI