9780898592757

Instructional Design Theories and Models

by ;
  • ISBN13:

    9780898592757

  • ISBN10:

    0898592755

  • Format: Hardcover
  • Copyright: 1983-11-01
  • Publisher: Lawrence Erlbau

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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

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