KLI: A Theoretical Framework for Improving Student Learning

The Knowledge Learning Instruction (KLI) Framework is a set of instructional principles that can be generalized across the macro and micro levels of analysis, while explicitly identifying constraints and opportunities for detailed analysis of the knowledge students may acquire in courses.

Submitted by: Ken Koedinger, Carnegie Mellon University

Intervention Types : Process

This framework draws on extensive research and more than 400,000 hours of human learning data over the course of ten years at LearnLab (Koedinger, Perfetti, & Corbett, 2012).

KLI identifies and interconnects three analyses (taxonomies) of the triangulated anchors of learning and instruction: kinds of knowledge, kinds of learning processes, and kinds of instructional methods, and is a useful tool in addressing the challenge of instructional complexity (Koedinger, Booth, & Klahr, 2013).

The KLI theoretical framework links knowledge, learning, and instruction to organize the development of instructional theory at a grain size appropriate for guiding the design, development, and continual improvement of effective and efficient academic course materials, technologies, and instructor practices.

Conclusions and Lessons Learned

The Knowledge Learning Instruction Framework, derived from learning data and studies, support the design, development, assessment, and continual improvement of TEL courses, materials, and processes.

Cited References

  • Koedinger, K. R., Corbett, A. C., & Perfetti, C. (2012). The Knowledge-Learning-Instruction (KLI) framework: Bridging the science-practice chasm to enhance robust student learning. Cognitive Science, 36 (5),757-798.
  • Koedinger, K. R., J.L. Booth, D Klahr. Instructional complexity and the science to constrain it. Science 342: 935-937. (2013).