[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] This manuscript discusses how learning theories have been applied to shape multiple aspects of the design of curricular activities combining interactive computer simulations and University of Washington style tutorials (so-called simulation-tutorials). When considering the curriculum goals (what to teach), we drew on theories of representational competence and learning with multiple representations. When considering how to teach, we drew on theories of constructivism and sketching to learn, leveraging the advantages of sketching as a constructive process that requires students to make their current understanding explicit in visual form, to make specific choices in order to make their ideas concrete, and to organize information to support deep processing. When considering when and why to sketch, we drew upon theories of representational competence, learning with multiple representations and inventing to prepare for future learning to describe six distinct purposes of sketching both prior to and while working with the simulation. This is illustrated by presenting specific sketching tasks to show how theory informed the design and the sequencing of the tasks. We followed a design-based research method, working at two institutions in two countries and with multiple cohorts of students to understand, and where necessary improve, the design of these activities, primarily basing our decisions on the sketches that students had created. The key message of this research is that the design and sequencing of sketching tasks needs to be carefully matched to the pedagogical rationale and that theory can shape these decisions in many ways.

中文翻译：

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通过交互式教程进行素描以支持视觉学习

[本文是《课程开发重点集合：从理论到设计》的一部分。]本手稿讨论了如何将学习理论应用于互动课程模拟和华盛顿大学风格的教程（如此，称为模拟教程）。在考虑课程目标（要教什么）时，我们借鉴了代表能力和多代表学习的理论。在考虑如何教学时，我们借鉴了建构主义和素描学习的理论，利用素描的优势作为一个建设性的过程，要求学生以视觉形式将当前的理解明确化，做出​​具体选择以使自己的思想具体化，并组织信息以支持深度处理。在考虑何时以及为什么要进行草图绘制时，我们借鉴了表示能力的理论，利用多种表示进行学习以及进行发明以准备将来的学习，以描述在进行模拟之前和使用模拟时进行草图绘制的六个不同目的。通过呈现特定的草图绘制任务来说明这一点，以显示理论如何指导任务的设计和排序。我们采用了一种基于设计的研究方法，在两个国家的两个机构中工作，并有多个学生群体来理解并在必要时改进这些活动的设计，主要是基于我们根据学生创建的草图进行决策。