Producing Instructional Systems: Lesson Planning for Individualized and Group Learning Activities

by Romiszowski, A. J.

• ISBN13: 9781850910121
• ISBN10: 185091012X
• Format: Nonspecific Binding
• Copyright: 1986-01-01
• Publisher: Routledge

Summary

This book examines the decisions that face an instructional designer when developing detailed lesson plans and selecting instructional materials. At this "micro" level, specific tasks must be selected for explaining, demonstrating, illustrating, practicing and evaluating the subject matter to be mastered. Part 1 presents a detailed analysis of the concept of individualization, adapting the teaching to the needs of individuals in both group and self-study situations. Part 2 illustrates the application of the principles of course design to practical examples of course planning. Part 3 considers the detailed planning of lessons and training exercises, laying stress on the need for formative evaluation during development and after.

Table of Contents

Acknowledgements	ix
Preface to the Instructional Development Series	xi
Introduction to Producing Instructional Systems	xv
Part 1. Theory Base: The Individualization of Instruction	1	(32)
The Individualization of Instruction: Analysis of the Concept	3	(8)
Introduction	3	(1)
Individualized learning or instruction?	3	(1)
Approach to the individualization of instruction	4	(2)
Sorting out the approaches	6	(1)
Key factors in describing individualization schemes	7	(3)
A proposed form for the description of individualized systems	10	(1)
The Structure of Individualized Instructional Systems	11	(6)
Levels of individualization	11	(1)
Media of instruction	12	(1)
The system of control: the prescriptive/democratic/cybernetic controversy	13	(1)
The basic educational viewpoints on individualization	14	(1)
A practical view: supply and demand	15	(2)
Some Individualized Systems: An Evaluative Review	17	(16)
Introduction	17	(1)
Print-based systems	17	(5)
Multi-sensory instructional systems	22	(3)
Types of computer-based education	25	(4)
Summary of the systems reviewed	29	(4)
Part 2. Strategy: Macro Instructional Design	33	(62)
The Analysis of Knowledge and Skills: A New Model for Instructional Design	35	(14)
Introduction	35	(1)
The missing domain -- interactive skills	35	(1)
The affective domain -- feelings or skills?	36	(1)
The neglected domain -- physical skills	37	(3)
The cognitive domain -- knowledge or skill?	40	(1)
Analysis of knowledge and skills -- a modified approach	41	(8)
A Review of Instructional Design: The First Two Levels	49	(22)
Defining problems in 'systems' terms	49	(1)
The systems approach to problem-solving	50	(1)
Instruction: a definition	51	(1)
The four levels of instructional design	51	(2)
Macro design	53	(1)
The question of sequence	53	(3)
Strategies, plans and methods	56	(6)
Grouping	62	(3)
The question of media	65	(3)
Developing a plan of the proposed instructional system	68	(3)
Some Typical Instructional Plans -- An Evaluation	71	(24)
Introduction	71	(1)
Secretary/receptionist training	71	(5)
Scuba diving course	76	(2)
Checklist for evaluating instructional plans	78	(17)
Part 3. Tactics: Micro Instructional Design: Lesson Planning	95	(180)
The Third Level of Analysis: Selecting and Planning the Tactics of Instruction	97	(4)
Introduction	97	(1)
Influence of lesson content on the selection of instructional tactics	98	(1)
Conclusion	99	(2)
The Structure of Knowledge -- and its Analysis	101	(16)
Introduction	101	(1)
Tactics for teaching facts	101	(2)
Tactics for teaching concepts	103	(3)
Tactics for teaching principles	106	(3)
Tactics for teaching procedures	109	(7)
Conclusion	116	(1)
The Structure of Skilled Behaviour	117	(16)
Introduction	117	(1)
The skill cycle	118	(6)
Using the expanded skill cycle -- examples	124	(8)
Conclusion	132	(1)
A Model for the Preparation of Lesson Plans	133	(24)
Introduction: a lesson planning chart	133	(2)
Using the lesson planning chart	135	(2)
General model for lesson planning	137	(3)
Analysis of another example: sports training	140	(12)
An example from the primary school	152	(5)
The Planning of Group Learning Exercises	157	(16)
Introduction	157	(1)
Advantages of group work	158	(1)
The role of the instructor in group work	158	(1)
Some techniques for small group work	159	(1)
The 'dialogue' technique	159	(1)
The Phillips 6-6 technique	160	(1)
Brainstorming	161	(2)
The intergrated panel	163	(1)
The seminar	164	(1)
Selection of appropriate techniques	165	(1)
Group work in the context of other instructional techniques	166	(1)
Examples of lesson plans for group learning	167	(6)
Producing Educational Simulations and Games	173	(42)
Games and simulations -- what and why?	173	(1)
The range of simulation and gaming techniques	174	(1)
Applications of simulations and games	175	(2)
A compendium of simulations and games	177	(22)
Planning and developing simulations and games	199	(15)
Conclusion	214	(1)
The Evaluation of an Instructional System	215	(42)
Context, input, process and product (CIPP)	215	(1)
Evaluating the lesson inputs	216	(20)
Evaluating the process aspects	236	(4)
Evaluating the products of instruction	240	(15)
Conclusion: other aspects to evaluate	255	(2)
Evaluating the Evaluation System (or, Why Instruction Fails)	257	(12)
The self-correcting system	257	(1)
A systems view of evaluation	257	(5)
Checking out an evaluation system	262	(1)
Why instruction fails	263	(6)
Establishing Perspective (Where Are We? Where Are We Going?)	269	(6)
The 3-D model	269	(1)
The development stage	269	(3)
Where are we?	272	(2)
Where are we going?	274	(1)
Bibliography	275	(4)
Subject Index	279	(6)
Author Index	285