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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010207375 | LB1025.2 I65 2009 v.3 | Open Access Book | Great Book | Searching... |
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Summary
Summary
Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base is perhaps best described by its new subtitle. Whereas Volume II sought to comprehensively review the proliferating theories and models of instruction of the 1980's and 1990's, Volume III takes on an even more daunting task: starting to build a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies that constitute the field of Instructional Design. Unit I describes the need for a common knowledge base, offers some universal principles of instruction, and addresses the need for variation and detailed guidance when implementing the universal principles. Unit II describes how the universal principles apply to some major approaches to instruction such as direct instruction or problem-based instruction. Unit III describes how to apply the universal principles to some major types of learning such as understandings and skills. Unit IV provides a deeper understanding of instructional theory using the structural layers of a house as its metaphor and discusses instructional theory in the broader context of paradigm change in education.
Author Notes
Charles M. Reigeluth is a Professor in the Instructional Systems Technology department at Indiana University.
Alison A. Carr-Chellman is a Professor of Education (Instructional Systems) in the Learning and Performance Systems department at The Pennsylvania State University.
Table of Contents
List of Figures and Tables | p. ix |
Preface | p. xi |
Unit 1 Frameworks for Understanding Instructional Theory | |
1 Understanding Instructional Theory | p. 3 |
2 Understanding Instruction | p. 27 |
3 First Principles of Instruction | p. 41 |
4 Situational Principles of Instruction | p. 57 |
Unit 2 Theories for Different Approaches to Instruction | |
5 Direct Approach to Instruction | p. 73 |
6 Discussion Approach to Instruction | p. 99 |
7 Experiential Approach to Instruction | p. 117 |
8 Problem-Based Approach to Instruction | p. 143 |
9 Simulation Approach to Instruction | p. 167 |
Unit 3 Theories for Different Outcomes of Instruction | |
10 Fostering Skill Development Outcomes | p. 199 |
11 Fostering Understanding Outcomes | p. 225 |
12 Fostering Affective Development Outcomes: Emotional Intelligence | p. 249 |
13 Fostering Integrated Learning Outcomes across Domains | p. 275 |
Unit 4 Tools for Building a Common Knowledge Base | |
14 The Architecture of Instructional Theory | p. 305 |
15 Domain Theory for Instruction: Mapping Attainments to Enable Learner-Centered Education | p. 327 |
16 Learning Objects and Instructional Theory | p. 349 |
17 Theory Building | p. 365 |
18 Instructional Theory for Education in the Information Age | p. 387 |
Author Index | p. 401 |
Subject Index | p. 409 |