9780534582845

Principles Of Instructional Design

by ; ; ;
  • ISBN13:

    9780534582845

  • ISBN10:

    0534582842

  • Edition: 5th
  • Format: Hardcover
  • Copyright: 2004-06-15
  • Publisher: Wadsworth Publishing

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Summary

This pioneering text describes a rationally consistent basis for instructional design, based in cognitive psychology and information-processing theory. The authors prepare teachers to design and develop a course, unit, and module of instruction, outline the nine stages of instructional design procedure, and integrate current research and practice in the movement toward performance systems technology. The Fifth Edition of PRINCIPLES OF INSTRUCTIONAL DESIGN emphasizes the social and cultural context of learning, learner-centered principles, and the affordances of new technologies and learning environments.

Table of Contents

Preface xv
Part One INTRODUCTION TO INSTRUCTIONAL SYSTEMS
Chapter 1 Introduction to Instructional Design
1(17)
Basic Assumptions about Instructional Design
2(1)
Some Learning Principles
3(4)
The Conditions of Learning
7(5)
The Rationale for Instructional Design
12(3)
What This Book Is About
15(1)
Summary
16(1)
References
17(1)
Chapter 2 Designing Instructional Systems
18(27)
Assumptions
20(1)
The Basic Process: The ADDIE Model
21(17)
Other Types of Models
38(2)
The ISD Process versus Representations of the Process
40(2)
Summary
42(1)
References
43(2)
Chapter 3 The Outcomes of Instruction
45(15)
Goals, Objectives, and Instruction
45(4)
Five Categories of Learning Outcomes
49(7)
Designing Instruction Using Human Capabilities
56(1)
Summary
57(1)
References
58(2)
Chapter 4 Varieties of Learning: Intellectual Skills and Strategies
60(25)
The Need to Categorize Types of Learning Outcomes
60(2)
Types of Intellectual Skills
62(12)
Cognitive Strategies
74(5)
Metacognition
79(1)
Varieties of Intellectual Skills in School Subjects
80(1)
Summary
81(1)
References
82(3)
Part Two BASIC PROCESSES IN LEARNING AND INSTRUCTION
Chapter 5 Varieties of Learning: Information, Attitudes, and Motor Skills
85(21)
Verbal Information (Knowledge)
85(1)
Transforming Information into Knowledge in the Digital Age
86(3)
Learning Verbal Information
89(5)
Learning Attitudes
94(6)
Learning Motor Skills
100(2)
Summary
102(2)
References
104(2)
Chapter 6 The Learner
106(26)
Learner Characteristics
107(6)
Qualities That Influence Learning
113(4)
Memory Organization
117(1)
Schemas
117(4)
Learners as Participants in Instruction
121(6)
Summary
127(2)
References
129(3)
Chapter 7 Defining Performance Objectives
132(19)
Communicating Expectations Using Objectives
134(9)
Examples of Objectives
143(4)
Using Objectives in Instructional Planning
147(2)
Summary
149(1)
References
150(1)
Chapter 8 Analysis of a Learning Task
151(21)
Scope of the Analysis
151(1)
Types of Task Analysis
152(4)
Prerequisites in Learning Intellectual Skills
156(4)
Learning-Task Analysis and Other Learning Types
160(6)
Integrated Goals
166(2)
Summary
168(2)
References
170(2)
Chapter 9 Designing Instructional Sequences
172(20)
An Example of Course Organization
174(9)
Learning Hierarchies and Instructional Sequence
183(2)
Other Types of Instructional Sequencing
185(4)
Integrating Multiple Objectives
189(1)
Summary
189(1)
References
190(2)
Chapter 10 The Events of Instruction
192(16)
The Nature of Instruction
192(11)
The Events of Instruction in a Lesson
203(3)
Summary
206(1)
References
207(1)
Chapter 11 Technology-Affordances
208(29)
Learning in the Digital Age
209(1)
Impact of the Internet
210(4)
Technology in School Learning
214(2)
Technology in Training
216(5)
Future Training Technologies
221(3)
Instructional Resources
224(2)
Instructional Strategies, Media, and Delivery Methods
226(4)
Cognitive Tools for Learning
230(2)
Summary
232(1)
References
233(4)
Chapter 12 Designing the Individual Lesson
237(27)
Lesson Planning and Module Design
237(2)
Establishing a Sequence of Objectives
239(6)
Lesson Planning for Learning Outcomes
245(2)
Steps in Lesson Planning
247(8)
Integrative Goals: Lesson Planning for Multiple Objectives
255(6)
Roles and Activities in Instructional Development
261(1)
Summary
261(1)
References
262(2)
Chapter 13 Assessing Student Performance
264(26)
Types of Evaluation
264(1)
Methods of Assessment
265(5)
Purposes of Performance Measures
270(1)
Procedures for Objective-Referenced Assessment
271(3)
The Concept of Mastery
274(2)
Criteria for Objective-Referenced Assessment
276(7)
Reliability of Objective-Referenced Measures
283(1)
Norm-Referenced Measures
284(2)
Summary
286(1)
References
287(3)
Chapter 14 Group Learning Environments
290(21)
Characteristics of Group Instruction
291(2)
Instruction in the Two-Person Group or Dyad
293(3)
Instruction in the Small Group
296(4)
Instruction in the Large Group
300(5)
Features of Tutoring in Large Groups
305(1)
Large-Group Instruction Using Digital Technologies
306(1)
Summary
307(2)
References
309(2)
Chapter 15 Online Learning
311(35)
The Internet
311(6)
Planning Online Learning
317(7)
Instructional Design Strategies
324(15)
Learning Management Systems
339(2)
Summary
341(1)
References
342(4)
Chapter 16 Evaluating Instruction
346(31)
Instructional Systems Evaluation-Five Types
347(1)
Evaluation Types and Decision Types
348(3)
Evaluation of Instructional Materials and Activities
351(4)
Evaluating the ISD Process
355(1)
Assessing Learner Reactions
356(1)
Measuring Learner Achievement
357(1)
Evaluation of Instructional Programs
358(5)
Interpreting Evaluative Evidence
363(5)
Examples of Evaluation Studies
368(4)
Summary
372(1)
References
373(4)
Index 377

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