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Instructional Design, 3rd Edition,9780471393535
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Instructional Design, 3rd Edition

by ;
Edition:
3rd
ISBN13:

9780471393535

ISBN10:
0471393533
Format:
Paperback
Pub. Date:
12/1/2004
Publisher(s):
WILEY
List Price: $183.20

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Summary

Basic principles and practical strategies to promote learning in any setting! From K-12 to corporate training settings--the Third Edition of Patricia Smith and Tillman Ragan's thorough, research-based text equips you with the solid foundation you need to design instruction and environments that really facilitate learning. Now updated to reflect the latest thinking in the field, this new edition offers not only extensive procedural assistance but also emphasizes the basic principles upon which most of the models and procedures in the instructional design field are built. The text presents a comprehensive treatment of the instructional design process, including analysis, strategy design, assessment, and evaluation.

Table of Contents

I INTRODUCTION
1(38)
Introduction to Instructional Design
3(14)
Introduction
4(1)
What Does Instructional Design Mean?
4(2)
What is Design?
6(2)
The Instructional Design Process
8(9)
Foundations of Instructional Design
17(22)
Why Discuss Philosophy and Theory in an Instructional Design Text?
18(1)
The Philosophical Perspectives of Instructional Design
18(5)
What Is Theory?
23(1)
Major Theory Bases Contributing to Instructional Design
23(16)
II ANALYSIS AND ASSESSMENT
39(86)
Instructional Analysis: Analyzing the Learning Context
41(16)
Overview of Analysis
42(1)
Determining Instructional Needs
43(6)
Describing the Learning Environment
49(3)
Working with an Expert
52(5)
Instructional Analysis: Analyzing the Learners
57(18)
An Overview of Learner Analysis
58(1)
Similarities and Differences Between Learners
59(6)
Changing Similarities
65(4)
Significance of Types of Learner Characteristics
69(6)
Instructional Analysis: Analyzing the Learning Task
75(28)
Overview of Analysis of the Learning Task
76(1)
Writing Learning Goals
77(1)
Determining Types of Learning
78(5)
Conducting an Information-Processing Analysis
83(11)
Writing Learning Objectives
94(9)
Assessing Learning From Instruction
103(22)
An Overview of Assessment of Learning from Instruction
104(1)
Purposes of Evaluation
104(1)
Purposes and Models of Assessment of Learners' Achievement
105(2)
Types of Assessments
107(1)
Characteristics of Good Assessment Instruments
108(4)
Formats of Assessment
112(4)
Item Specifications
116(5)
Assessment Instrument Blueprints
121(4)
III INSTRUCTIONAL STRATEGIES
125(176)
A Framework for Instructional Strategy Design
127(24)
An Overview of Instructional Strategy Concerns in Instructional Design
128(1)
Exercise A
128(1)
Lesson-Level Organizational Strategies
129(2)
Lessons and Learning Environments
131(9)
Exercise B
140(1)
Alternatives in Locus of Information Processing
141(1)
Supplantive and Generative Strategies of Instruction
142(1)
Types of Learning and Instructional Strategies
143(3)
Exercise C
146(5)
Strategies for Declarative Knowledge Instruction
151(20)
Introduction
152(1)
A Review of Declarative Knowledge Learning
152(1)
Cognitive Processes of Learning Declarative Knowledge
153(3)
Conditions Supporting Declarative Knowledge Learning and Example Lessons
156(11)
Assessment of Declarative Knowledge
167(1)
Exercises
167(4)
Strategies for Instruction Leading to Concept Learning
171(17)
A Review of Concept Learning
172(1)
Cognitive Processes and Structures in Concept Learning
173(2)
Essential Conditions of Learning Concepts
175(5)
Assessment of Concept Learning
180(1)
Exercises
181(1)
Examples Concept Lesson
182(6)
Strategies for Instruction Leading to Learning Procedures
188(16)
A Review of Learning to Apply a Procedure
189(1)
Cognitive Processes Involved in the Learning of Procedures
190(1)
Conditions Supporting the Learning of Procedures
190(7)
Asessment of Procedure Learning
197(1)
Example Procedure Learning Lesson
198(4)
Exercises
202(2)
Strategies for Instruction Leading to Principle Learning
204(13)
A Review of Principle Learning
205(1)
Exercises
206(1)
Cognitive Processes of Learning Principles
206(1)
Conditions Supporting Learning Principles
207(4)
Assessment of Principle Application
211(1)
Example Principle Application Lesson
212(5)
Strategies for Problem-Solving Instruction
217(26)
A Review of Problem-Solving Learning
218(1)
Cognitive Requirements of Problem-Solving Learning
219(3)
Problem-Solving Task-Analysis
222(1)
The Differences Between Expert and Novice Problem Solvers
222(1)
Instructional Events for a Problem-Solving Lesson
223(4)
Assessment of Problem Solving Learning
227(1)
Macrostrategies for Problem-Solving Instruction
228(6)
Example Problem Solving Lesson
234(3)
Exercise
237(6)
Strategies for Cognitive Strategy Instruction
243(16)
A Review of Cognitive Strategy Learning
244(2)
Cognitive Requirements of Cognitive Strategy Learning
246(1)
General Approaches to Teaching Cognitive Strategies
247(1)
Events of Instruction for Teaching Cognitive Strategies
248(5)
Impediments to Strategy Use
253(1)
Assessment of Cognitive Strategy Learning
254(1)
Exercise
255(4)
Strategies for Attitude Learning
259(13)
Introduction
260(1)
Instruction for Attitude Objectives
260(1)
Exercise A
260(2)
A Review of Attitude Learning
262(3)
Exercise B
265(1)
Example Attitude Lesson
265(1)
Instructional Conditions for Attitude Objectives
265(1)
Assessment of Attitude Learning
266(6)
Strategies for Psychomotor Skill Learning
272(13)
Introduction
273(1)
A Review of Psychomotor Learning
273(2)
Exercise A
275(1)
Critical Elements of Psychomotor Skills
275(2)
Exercise B
277(2)
A General Procedure for Teaching Psychomotor Skills
279(2)
Assessment of Psychomotor Skill Learning
281(4)
Macro Strategies: Integration of Types of Learning
285(16)
Introduction
286(1)
Curriculum Sequencing Structures
286(4)
Exercise A
290(1)
Integrative Curriculum Tools and Concepts
290(3)
Alternative Views of Curriculum Design
293(2)
Technology's Assistance to Integrated Curriculum Designs
295(1)
Prescriptions for Curriculum Design
296(1)
Exercise B
296(5)
IV IMPLEMENTATION, MANAGEMENT, AND EVALUATION
301(52)
Implementation
303(9)
Overview of Implementation
304(1)
What is Implementation?
304(1)
What is the Role of Implementation in Instructional Design?
304(1)
Importance of Considering Implementation
305(1)
Timing of Implementation
305(1)
Stages of the Adoption Process
305(1)
Principles for Encouraging Implementation
306(1)
An Approach to Facilitating Implementation: CBAM
307(1)
Fidelity of Implementation
308(1)
Adoption, Adaptation, and Integration
308(1)
Embodiment as Implementation
309(1)
Exercises
309(3)
Management of Instruction
312(14)
Overview of Management of Instruction
313(1)
Why Should a Designer Know Project Management
313(1)
Defining Project Management
313(1)
Project Management in Instructional Design
314(1)
Standards for Project Management
315(1)
Project Integration Management
316(1)
Project Scope Management
316(1)
Project Time Management
316(2)
Project Cost Management
318(1)
Project Human Resource Management
318(1)
Risk, Change, and Crisis Management
319(1)
Macro-Level and Micro-Level Management Issues
320(1)
Instructional Management
321(1)
Integrated Learning Systems
321(1)
Course Management Systems
322(1)
Exercises
323(3)
Formative and Summative Evaluation
326(27)
Evaluating Instructional Materials
327(1)
Overview of Formative Evaluation
327(1)
Phases of Formative Evaluation
328(13)
Exercises
341(1)
An Overview of Summative Evaluation
342(1)
Alternative Approaches to Summative Evaluation
343(1)
Procedures for Summative Evaluation
344(9)
V CONCLUSION
353(20)
Conclusions and Future Directions
355(18)
Overview
356(1)
A Summary of the Major Principles Guiding Instructional Design
356(1)
``Appropriate'' Instructional Design
356(1)
Resources
357(1)
Criticality
358(1)
Accountability
359(1)
Expectations/Requirements of the Client Agency
359(4)
Exercise A
363
What Instructional Designers Do
359(5)
Future Directions for Instructional Design
364(4)
New Assumptions
368(1)
Exercise B
368(5)
Author Index 373(4)
Subject Index 377


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