Instructional Design Theories and Models

by Reigeluth; Charles M.

• ISBN13: 9780898592757
• ISBN10: 0898592755
• Format: Hardcover
• Copyright: 1983-11-01
• Publisher: Lawrence Erlbau

Summary

Instructional Design Theories and Modelsis a thorough yet concise overview of eight of the most comprehensive and best-known attempts to integrate knowledge about effective and appealing instruction. Chapters were written by the original theorists to provide a more accurate and behind-the-scenes look at the theories' development. Instructional Design Theories and Models will provide educators, researchers, and students with: * easy access to a broad range of integrated prescriptions for improving the quality of instruction * chapters facilitating analysis, understanding, and evaluation of the theories * editors' notes, chapter forewords, and a commentary chapter that identify similarities and differences among the instructional theories * introductory chapters that provide guidance for developing a common knowledge base of integrated prescriptions

Table of Contents

About This Book	xi
Suggestions for Reading This Book	xiii
Foreword	xv
David R. Krathwohl
UNIT I INSTRUCTION: WHAT THE DISCIPLINE IS LIKE
Instructional Design: What Is It and Why Is It?	3	(34)
Charles M. Reigeluth
Purpose of This Chapter	4	(1)
Why Instructional Design?	5	(1)
How Does Instructional Design Relate to Education	6	(6)
What is Instructional Design Like?	12	(13)
How Should You Read This Book?	25	(2)
History of Instructional-Design Theory	27	(3)
Advanced Topics	30	(7)
A Metatheory of Instruction: A Framework for Analyzing and Evaluating Instructional Theories and Models	37	(18)
George L. Gropper
Introduction	38	(1)
A Proposal for a Metatheory of Instruction	39	(9)
Characteristics of Instructional Theories and Models	48	(4)
Summary	52	(3)
Descriptive and Prescriptive Theories of Learning and Instruction: An Analysis of Their Relationships and Interactions	55	(20)
Lev N. Landa
Instructional Processes As A Particular Case of Control (Management) Processes	56	(3)
Descriptive Theories, Prescriptive Theories, and Programs of Instruction	59	(3)
Learning Theories and Programs: Their Relationships With Instructional Theories and Programs	62	(3)
Can Instructional Theories and Programs Be Derived From Learning Theories and Programs?	65	(2)
Regularities of Learning and Instructional Practice	67	(1)
Two Objectives of Instruction	67	(1)
Summary	68	(7)
UNIT II MODELS AND THEORIES OF INSTRUCTION
Contributions of Gagne and Briggs to a Prescriptive Model of Instruction	75	(26)
Dennis T. Aronson
Leslie J. Briggs
Learning-Theory Background	81	(4)
Selecting Instructional Objectives and Sequencing Instruction	85	(4)
Instructional Events	89	(4)
Instructional Media	93	(4)
Conclusion	97	(1)
Glossary	97	(4)
A Behavioral Approach to Instructional Prescription	101	(62)
George L. Gropper
Introduction	106	(6)
Conditions	112	(12)
Treatments	124	(20)
Matching Treatments and Conditions	144	(11)
Multiple Objectives	155	(4)
Summary	159	(4)
The Algo-Heuristic Theory of Instruction	163	(50)
Lev N. Landa
What is the Algo-Heuristic Theory of Instruction About?	166	(6)
Building and Testing Models of Unobservable Cognitive Processes	172	(6)
Algo-Heuristic Prescriptions as a Means of Increasing the Efficiency of Instruction	178	(2)
Some Shortcomings of Conventional Instruction	180	(6)
Additional Definitions	186	(4)
Some Methods of the Management and Development of Algo-Heuristic Processes	190	(14)
An Integrated Model of Instruction	204	(3)
Concluding Remarks and Summary	207	(6)
Instructional Strategies Based on the Structural Learning Theory	213	(34)
Joseph M. Scandura
Introduction	216	(1)
A Prototypic Instructional Strategy Based on the Structural Learning Theory	217	(7)
Essentials of Instructional Theory	224	(3)
Overview of the Structural Learning Theory	227	(20)
A Cognitive Theory of Inquiry Teaching	247	(32)
Allan Collins
Albert L. Stevens
Introduction	250	(7)
The Theory	257	(19)
Conclusion	276	(3)
Component Display Theory	279	(56)
M. David Merrill
Introduction	282	(3)
The Performance-Content Matrix	285	(20)
Presentation Forms	305	(6)
Performance-PPF Consistency	311	(2)
Content-PPF Consistency	313	(7)
Adequacy Rules	320	(7)
Learner Control	327	(1)
Student Conscious Cognitive Processing	328	(2)
Training Materials for CDT	330	(1)
Research Support for CDT	330	(5)
The Elaboration Theory of Instruction	335	(48)
Charles M. Reigeluth
Faith S. Stein
Introduction	338	(2)
An Analogy	340	(2)
Strategy Components	342	(22)
The Elaboration Model	364	(4)
Variations of the Model	368	(2)
Using the Elaboration Theory	370	(2)
Support for Validity	372	(7)
Conclusion	379	(4)
Motivational Design of Instruction	383	(54)
John M. Keller
Introduction	386	(1)
Problems in the Study of Motivation	387	(3)
Motivation and Learning	390	(5)
Motivational-Design Model	395	(3)
Interest	398	(8)
Relevance	406	(9)
Expectancy	415	(7)
Outcomes	422	(7)
Conclusions	429	(8)
UNIT III COMMENTARY
Is Instructional Theory Alive and Well?	437	(36)
Glenn E. Snelbecker
Actual and Potential Audiences	440	(2)
Historical and Contemporary Perspectives	442	(10)
Observations About the Total Group of Theories	452	(4)
Observations About Individual Theories	456	(12)
Conclusions: Status of Instructional Theory and Implications for Users	468	(5)
Concluding Remarks	473	(4)
Author Index	477	(6)
Subject Index	483