The Systematic Design of Instruction

by Dick, Walter

• ISBN13: 9780673990846
• ISBN10: 0673990842
• Edition: 4th
• Format: Paperback
• Copyright: 1995-11-01
• Publisher: Pearson College Div

Summary

Often described as the Bible of the instructional design field. Covers the fundamentals of instructional design and helps the reader learn the concepts and procedures for designing, developing, and formatively evaluating instruction. Paper. DLC: Instructional systems.

Table of Contents

Preface	p. xvii
To the Instructor	p. xxi
Introduction to Instructional Design	p. 2
The Dick and Carey Systems Approach Model for Designing Instruction	p. 2
Components of the Systems Approach Model	p. 6
Assess Needs to Identify Goal(s)	p. 6
Conduct Instructional Analysis	p. 6
Analyze Learners and Contexts	p. 7
Write Performance Objectives	p. 7
Develop Assessment Instruments	p. 7
Develop Instructional Strategy	p. 7
Develop and Select Instructional Materials	p. 7
Design and Conduct the Formative Evaluation of Instruction	p. 8
Revise Instruction	p. 8
Design and Conduct Summative Evaluation	p. 8
Using the Systems Approach Model	p. 9
What Are the Basic Components of Systematically Designed Instruction?	p. 9
For Which Instructional Delivery System Is the Systems Approach Appropriate?	p. 10
Does the Use of the Systems Approach Imply that All Instruction Will Be Individualized?	p. 10
Why Use the Systems Approach?	p. 11
Who Should Use the Systems Approach?	p. 12
Assessing Needs to Identify Instructional Goal(s)	p. 16
Concepts	p. 19
Performance Analysis	p. 19
Clarifying Instructional Goals	p. 22
Learners, Context, and Tools	p. 22
Criteria for Establishing Instructional Goals	p. 23
Examples	p. 25
Leading Group Discussions	p. 25
Needs Assessment	p. 25
Clarifying the Instructional Goal	p. 25
Criteria for Establishing Instructional Goals	p. 26
Providing Customer Service	p. 27
Conducting a Goal Analysis	p. 36
Concepts	p. 38
Verbal Information	p. 39
Intellectual Skills	p. 39
Psychomotor Skills	p. 40
Attitudes	p. 40
Goal Analysis Procedures	p. 42
Analysis of Substeps	p. 45
More Suggestions for Identifying Steps within a Goal	p. 46
Examples	p. 47
Intellectual Skills Goals	p. 48
Psychomotor Skills Goals	p. 49
Attitudinal Goals	p. 49
Verbal Information Goals	p. 51
Typical First Approach to Goal Analysis	p. 51
Identifying Subordinate Skills and Entry Behaviors	p. 58
Concepts	p. 60
Hierarchical Approach	p. 60
Cluster Analysis	p. 65
Subordinate Skills Analysis Techniques for Attitude Goals	p. 66
Combining Instructional Analysis Techniques	p. 67
Instructional Analysis Diagrams	p. 68
Entry Behaviors	p. 70
The Tentativeness of Entry Behaviors	p. 73
Examples	p. 74
Hierarchical Analysis of an Intellectual Skill	p. 74
Topic	p. 74
Instructional Goal	p. 74
Cluster Analysis for Verbal Information Subordinate Skills	p. 76
Topic	p. 76
Subordinate Skills	p. 76
Subordinate Skills Analysis of an Additional Goal That Requires Both Intellectual Skills and Verbal Information	p. 79
Topic	p. 79
Instructional Goal	p. 79
Analysis of a Psychomotor Skill	p. 79
Topic	p. 79
Instructional Goal	p. 79
Subordinate Skills Analysis for an Attitudinal Goal	p. 82
Topic	p. 83
Instructional Goal	p. 83
Identification of Entry Behaviors	p. 84
Analyzing Learners and Contexts	p. 94
Concepts	p. 96
Learner Analysis	p. 96
Entry Behaviors	p. 97
Prior Knowledge of Topic Area	p. 97
Attitudes Toward Content and Potential Delivery System	p. 97
Academic Motivation (ARCS)	p. 97
Educational and Ability Levels	p. 98
General Learning Preferences	p. 98
Attitudes Toward Training Organization	p. 98
Group Characteristics	p. 98
Collecting Data for Learner Analysis	p. 99
Output	p. 99
Context Analysis of Performance Setting	p. 99
Managerial or Supervisor Support	p. 99
Physical Aspects of the Site	p. 99
Social Aspects of the Site	p. 100
Relevance of Skills to Workplace	p. 100
Collecting Data for Context Analysis in the Performance Setting	p. 100
Output	p. 100
Context Analysis of Learning Environment	p. 100
Compatibility of Site with Instructional Requirements	p. 101
Adaptability of Site to Simulate Workplace	p. 101
Adaptability for Delivery Approaches	p. 101
Learning-Site Constraints Affecting Design and Delivery	p. 101
Collecting Data for Context Analysis in the Learning Environment	p. 102
Output	p. 102
Public School Contexts	p. 102
Evaluation and Revision of the Instructional Analysis	p. 103
Examples	p. 104
Learner Analysis	p. 104
Performance Context Analysis	p. 106
Learning Context Analysis	p. 108
Writing Performance Objectives	p. 120
Concepts	p. 123
Performance Objective	p. 123
Components of an Objective	p. 124
Derivation of Behaviors	p. 125
Derivation of Conditions	p. 126
Derivation of Criteria	p. 128
Process for Writing Objectives	p. 129
Evaluation of Objectives	p. 130
The Function of Objectives	p. 131
Examples	p. 132
Verbal Information and Intellectual Skills	p. 132
Verbal Information	p. 134
Intellectual Skills	p. 134
Psychomotor Skills	p. 136
Attitudes	p. 136
Developing Assessment Instruments	p. 144
Concepts	p. 146
Four Types of Criterion-Referenced Tests and Their Uses	p. 146
Entry Behaviors Test	p. 147
Pretest	p. 147
Practice Tests	p. 148
Posttests	p. 148
Designing a Test	p. 149
Determining Mastery Levels	p. 150
Writing Test Items	p. 151
Goal-Centered Criteria	p. 151
Learner-Centered Criteria	p. 152
Context-Centered Criteria	p. 153
Assessment-Centered Criteria	p. 153
Setting Mastery Criteria	p. 153
Types of Items	p. 154
Sequencing Items	p. 155
Writing Directions	p. 156
Evaluating Tests and Test Items	p. 156
Developing Instruments to Measure Performances, Products, and Attitudes	p. 157
Writing Directions	p. 158
Developing the Instrument	p. 158
Identify, Paraphrase, and Sequence Elements	p. 158
Developing the Response Format	p. 159
Checklist	p. 159
Rating Scale	p. 160
Frequency Count	p. 161
Scoring Procedure	p. 161
Using Portfolio Assessments	p. 162
Evaluating Congruence in the Design Process	p. 163
Examples	p. 165
Test Items for Verbal Information and Intellectual Skills	p. 165
A Checklist for Evaluating Motor Skills	p. 168
Instrument for Evaluating Behaviors Related to Attitudes	p. 170
Materials for Evaluating the Design	p. 171
Developing an Instructional Strategy	p. 182
Concepts	p. 184
Selection of Delivery System	p. 185
Instructional Strategies	p. 186
Content Sequence and Clustering	p. 187
Content Sequence	p. 187
Clustering Instruction	p. 188
Learning Components of Instructional Strategies	p. 189
Preinstructional Activities	p. 190
Motivating Learners	p. 190
Informing the Learner of the Objectives	p. 192
Informing the Learner of the Prerequisite Skills	p. 192
Content Presentation and Examples	p. 193
Learner Participation	p. 193
Assessment	p. 194
Follow-Through Activities	p. 195
Memory Skills	p. 195
Transfer of Learning	p. 195
Detailed Outline of Learning Components	p. 196
Learning Components for Learners of Different Maturity and Ability Levels	p. 197
Learning Components for Various Learning Outcomes	p. 198
Intellectual Skills	p. 198
Verbal Information	p. 201
Motor Skills	p. 202
Attitudes	p. 203
Student Groupings	p. 205
Selection of Media and Delivery Systems	p. 205
Media Selection for Domains of Learning	p. 206
Media Selection for Certain Task Requirements Found in Objectives	p. 207
Practical Considerations in Choosing Media and Delivery Systems	p. 207
Alternative Views About Developing an Instructional Strategy	p. 209
Developing an Instructional Strategy	p. 209
Evaluating an Instructional Strategy	p. 212
Examples	p. 214
Sequence and Cluster Objectives	p. 214
Plan Preinstructional, Assessment, and Follow-Through Activities	p. 215
Plan Content Presentation and Student Participation	p. 216
Allocate Activities to Sessions	p. 221
Consolidate Media Selection and Confirm or Select Delivery System	p. 221
Developing Instructional Materials	p. 240
Concepts	p. 242
The Delivery System and Media Selections	p. 242
Availability of Existing Instructional Materials	p. 242
Production and Implementation Constraints	p. 243
Amount of Instructor Facilitation	p. 243
Components of an Instructional Package	p. 245
Instructional Materials	p. 245
Assessments	p. 245
Course Management Information	p. 245
Selecting Existing Instructional Materials	p. 246
Goal-Centered Criteria for Evaluating Materials	p. 246
Learner-Centered Criteria for Evaluating Materials	p. 246
Context-Centered Criteria for Evaluating Materials	p. 246
Learning-Centered Criteria for Evaluating Materials	p. 247
The Designer's Role in Material Development and Instructional Delivery	p. 247
When the Designer Is Also the Materials Developer and the Instructor	p. 247
When the Designer Is Not the Instructor	p. 250
Developing Instructional Materials for Formative Evaluation	p. 251
Rough Draft Materials	p. 251
Rapid Prototyping	p. 252
Materials Development Tools and Resources	p. 253
Beginning the Development Process	p. 254
Steps in the Development of Instruction	p. 254
Examples	p. 255
Preinstructional Activities	p. 257
Mediation of Preinstructional Activities	p. 257
Motivation Materials and Session Objectives	p. 257
Pretest	p. 258
Mediation of Pretest	p. 259
Content Presentation	p. 260
Mediation of Instruction	p. 260
Instruction	p. 260
Learner Participation	p. 260
Mediation of Learner Participation and Feedback	p. 260
Learner Participation Script	p. 265
Feedback	p. 265
Designing and Conducting Formative Evaluations	p. 282
Concepts	p. 284
Role of Subject-Matter, Learning, and Learner Specialists in Formative Evaluation	p. 285
One-to-One Evaluation with Learners	p. 286
Criteria	p. 286
Selecting Learners	p. 286
Data Collection	p. 287
Procedures	p. 288
Assessments and Questionnaires	p. 289
Learning Time	p. 290
Data Interpretation	p. 291
Outcomes	p. 291
Small-Group Evaluation	p. 291
Criteria and Data	p. 291
Selecting Learners	p. 292
Procedures	p. 292
Assessments and Questionnaires	p. 293
Data Summary and Analysis	p. 293
Outcomes	p. 293
Field Trial	p. 294
Location of Evaluation	p. 294
Criteria and Data	p. 294
Selecting Learners	p. 294
Procedure for Conducting Field Trial	p. 295
Data Summary and Interpretation	p. 295
Outcomes	p. 295
Formative Evaluation in the Performance Context	p. 295
Criteria and Data	p. 296
Selecting Respondents	p. 297
Procedure	p. 297
Outcomes	p. 297
Collecting Data on Reactions to Instruction	p. 297
Formative Evaluation of Selected Materials	p. 300
Formative Evaluation of Instructor-Led Instruction	p. 301
Data Collection for Selected Materials and Instructor-Led Instruction	p. 302
Concerns Influencing Formative Evaluation	p. 302
Context Concerns	p. 302
Concerns about Learners	p. 303
Concerns about Formative Evaluation Outcomes	p. 304
Concerns with Implementing Formative Evaluation	p. 304
Problem Solving During Instructional Design	p. 305
Examples	p. 305
Formative Evaluation Activities	p. 305
One-to-One Evaluation	p. 305
Small-Group Evaluation	p. 307
Field Trial	p. 309
Formative Evaluation of Selected Materials and Instructor-Led Instruction	p. 309
Instruments for Assessing Learners' Attitudes about Instruction	p. 310
Revising Instructional Materials	p. 322
Concepts	p. 324
Analyzing Data from One-to-One Trials	p. 324
Analyzing Data from Small-Group and Field Trials	p. 325
Group's Item-by-Objective Performance	p. 326
Learners' Item-by-Objective Performance	p. 327
Learners' Performance Across Tests	p. 327
Graphing Learners' Performances	p. 329
Other Types of Data	p. 330
Sequence for Examining Data	p. 330
Entry Behaviors	p. 330
Pretests and Posttests	p. 330
Instructional Strategy	p. 331
Learning Time	p. 331
Instructional Procedures	p. 331
Revision Process	p. 332
Revising Selected Materials and Instructor-Led Instruction	p. 332
Examples	p. 333
Summarizing Item-by-Objective Data Across Tests	p. 334
Summarizing and Analyzing Data Across Tests	p. 336
Summarizing Attitudinal Data	p. 337
Determining How to Revise Instruction	p. 340
Designing and Conducting Summative Evaluations	p. 348
Concepts	p. 350
Expert Judgment Phase of Summative Evaluation	p. 352
Congruence Analysis	p. 352
Organization's Needs	p. 352
Resources	p. 353
Content Analysis	p. 353
Design Analysis	p. 354
Utility and Feasibility Analysis	p. 354
Current User Analysis	p. 354
Field-Trial Phase of Summative Evaluation	p. 356
Outcomes Analysis	p. 356
Planning	p. 356
Preparing	p. 358
Implementing/Collecting Data	p. 358
Summarizing and Analyzing Data	p. 359
Reporting Results	p. 359
Comparison of Formative and Summative Evaluation	p. 359
Examples	p. 361
Data Summary Form for the Congruence Analysis	p. 361
Checklist for Content Analysis: Evaluating the Completeness and Accuracy of Materials	p. 361
Checklists for Design Analysis: Evaluating the Learning and Instructional Strategies in Materials	p. 362
Motivation	p. 364
Types of Learning	p. 365
Instructional Strategies	p. 367
Form for Utility and Feasibility Analysis: Expert Judgment	p. 368
Form for Current Users' Analysis	p. 368
Glossary of Terms	p. 373
Appendixes	p. 377
Description of Problem (Need), Purpose of Instruction, Target Group, and Delivery System	p. 378
Goal Analysis of the Instructional Goal on Story Writing	p. 380
Hierarchical Analysis of Declarative Sentence Portion of Story-Writing Goal with Entry Behavior Lines	p. 381
Design Evaluation Chart Containing Subskills, Performance Objectives, and Parallel Test Items	p. 382
Instructional Strategy for Objective Sequence and Clusters, Preinstructional Activities, and Assessment Activities	p. 385
Instructional Strategy for the Content Presentation and Student Participation Components and the Lesson Time Allocation Based on the Strategy	p. 387
Session 1: Motivational Materials, Unit Objectives, and Assessment of Entry Behaviors	p. 390
Session 2: Pretest Story and Rubric to Evaluate Stories	p. 392
Session 3: Pretest and Instruction in Subordinate Skills 5.6 through 5.11	p. 394
Group's and Individuals' Achievement of Objectives and Attitudes About Instruction	p. 398
Materials Revision Analysis Form	p. 406
Index	p. 409
Table of Contents provided by Syndetics. All Rights Reserved.