he essentials of instructional design : connecting fundamental principles with process and practice

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Title:

Personal Author:

Brown, Abbie

Publication Information:

Upper Saddle River, NJ : Prentice Hall, 2006

ISBN:

9780131182202

Subject Term:

Instructional design

Added Author:

Green, Timothy D

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Library	Item Barcode	Call Number	Material Type	Item Category 1	Status
Searching... PSZ JB	30000010121140	LB1028.38 B76 2006	Open Access Book	Book	Searching... Unknown

The Essential of Instructional Design: Connecting Fundamental Principles with Process and Practice is designed to introduce the essential elements of instructional design to students who are new to ID, providing an overview of the fundamental principles, processes, and practices that currently shape and define the field. Unlike most other ID books, this book provides an overview of the principles and practice of ID without placing emphasis on any one ID model. Offering the voice of instructional designers from a number of professional settings students learn how professional organizations put the various ID processes into practice. Providing real life examples from instructional designers working in various professional settings students learn how organizations put the various ID processes into practice.

Part 1 Before You Begin Designing Instruction	p. 1
1 Defining Instructional Design	p. 2
Key Terms	p. 2
Guiding Questions	p. 3
Chapter Overview	p. 4
What Is Instructional Design?	p. 5
Models of Instructional Design/Development	p. 9
Professional Instructional Design Practice	p. 13
Traditional Approaches (Analyze, Develop, Evaluate)	p. 14
Nontraditional Approaches	p. 16
Summary	p. 24
Connecting Process to Practice	p. 24
Recommended Readings	p. 25
References	p. 25
2 Understanding How People Think	p. 28
Key Terms	p. 28
Guiding Questions	p. 29
Chapter Overview	p. 30
Cognition and Basic Cognitive Functions	p. 30
Cognition	p. 30
Basic Cognitive Functions	p. 31
Historical Perspectives on Thinking: A Brief History	p. 32
Modern Views on Thinking: The Shift from Philosophy to Psychology	p. 34
Two Major Perspectives	p. 35
Two More Recent Perspectives	p. 37
Instructional Designers' Views on Thinking	p. 38
Summary	p. 40
Connecting Process to Practice	p. 40
Recommended Readings	p. 41
References	p. 41
3 Understanding How People Learn	p. 44
Key Terms	p. 44
Guiding Questions	p. 45
Chapter Overview	p. 46
What Is Learning?	p. 46
Two Major, Divergent Approaches to How People Learn	p. 47
Behaviorism	p. 47
Cognitivism	p. 50
A Third Approach: Constructivism	p. 51
Use of All Three Approaches	p. 52
Types of Learning	p. 52
Cognitive Domain	p. 53
Affective Domain	p. 54
Psychomotor Domain	p. 54
Summary	p. 56
Connecting Process to Practice	p. 57
Recommended Readings	p. 57
References	p. 57
4 Managing Instructional Media Production	p. 60
Key Terms	p. 60
Guiding Questions	p. 61
Chapter Overview	p. 62
The Production Process	p. 62
Organization of a Production Team	p. 63
Production Management	p. 66
Production Calendar	p. 67
Style Guides	p. 71
Storyboards	p. 71
Prototyping	p. 74
Communication and Conflict Resolution	p. 76
Product Evaluation	p. 79
Usability Testing	p. 80
A Final Thought	p. 80
Summary	p. 81
Connecting Process to Practice	p. 82
Recommended Readings	p. 82
References	p. 83
Part 2 Examining the Situation: Needs, Task, and Learner Analysis	p. 85
5 Conducting Needs Analysis	p. 86
Key Terms	p. 86
Guiding Questions	p. 87
Chapter Overview	p. 88
Needs Analysis: An Overview	p. 88
Needs Analysis Questions	p. 89
Popular Approaches to Needs Analysis	p. 90
Mager's Performance Analysis	p. 90
Morrison, Ross, and Kemp's Three Approaches	p. 93
Rossett's Five-Step Approach	p. 95
Smith and Ragan's Three Needs Assessment Models	p. 97
Needs Analysis Procedure	p. 98
Determination of the Desired Change	p. 98
The Party Requesting the Desired Change	p. 99
Implementation Location for the Desired Change	p. 99
The Intervention	p. 100
Evaluation of the Success of a Needs Analysis	p. 100
Summary	p. 101
Connecting Process to Practice	p. 102
Recommended Readings	p. 103
References	p. 103
6 Conducting Task Analysis	p. 104
Key Terms	p. 104
Guiding Questions	p. 105
Chapter Overview	p. 106
What Is Task Analysis?	p. 106
Popular Approaches to Task Analysis	p. 107
Jonassen, Hannum, and Tessmer's Approach	p. 108
Morrison, Ross, and Kemp's Three Techniques	p. 108
Dick, Carey, and Carey's Instructional Analysis	p. 110
Smith and Ragan's Analysis of the Learning Task	p. 110
Task Analysis Procedure	p. 111
The Subject Matter Expert	p. 112
Task Analysis Document	p. 112
Influencing Factors	p. 112
Evaluation of the Success of a Task Analysis	p. 115
Summary	p. 117
Connecting Process to Practice	p. 118
Recommended Readings	p. 118
References	p. 119
7 Analyzing the Learners	p. 120
Key Terms	p. 120
Guiding Questions	p. 121
Chapter Overview	p. 122
Analysis of Learners	p. 122
Human Needs	p. 123
Captive Audience or Willing Volunteers?	p. 124
Popular Approaches to Analyzing Learners	p. 125
Mager's Approach	p. 125
Heinich, Molenda, Russell, and Smaldino's Approach	p. 127
Dick, Carey, and Carey's Method	p. 129
Smith and Ragan's Approach	p. 129
Morrison, Ross, and Kemp's Approach	p. 133
Learner Analysis Procedure	p. 133
Charting Learner Characteristics Data	p. 133
Creating a Fictitious Profile of the Typical Learner	p. 134
Comparing the Learner Ability Chart and the Learner Profile	p. 134
Evaluation of the Success of a Learner Analysis	p. 136
Summary	p. 137
Connecting Process to Practice	p. 137
Recommended Readings	p. 138
References	p. 138
Part 3 Creating Instruction: Planning, Designing, and Implementing the Intervention	p. 141
8 Developing Instructional Goals and Objectives	p. 142
Key Terms	p. 142
Guiding Questions	p. 143
Chapter Overview	p. 144
Instructional Goals and Objectives	p. 144
The Difference Between Goals and Objectives	p. 144
Popular Approaches to Setting Goals and Objectives	p. 146
Mager's Approach	p. 146
Dick, Carey, and Carey's Approaches	p. 146
"ABCD" Approach	p. 146
Morrison, Ross, and Kemp's Approach	p. 147
Goal Setting	p. 147
Translation of Goals into Objectives	p. 149
Evaluation of the Success of Instructional Goal Setting and Objective Specification	p. 153
Summary	p. 154
Connecting Process to Practice	p. 155
Recommended Readings	p. 156
References	p. 156
9 Organizing Instruction	p. 158
Key Terms	p. 158
Guiding Questions	p. 159
Chapter Overview	p. 160
Scope and Sequence of Instruction	p. 160
Levels of Organization: Macro, Micro, Vertical, and Horizontal	p. 162
Organizational Structures: Content and Media	p. 162
Events of Instruction	p. 162
Continuum of Learning Experiences	p. 164
Instructional Delivery	p. 167
Methods of Instructional Delivery	p. 167
Two Categories of Instructional Delivery	p. 169
Instructional Activities in Noneducational Situations	p. 170
Job Aids	p. 171
Effective Instruction	p. 171
Summary	p. 172
Connecting Process to Practice	p. 173
Recommended Readings	p. 174
References	p. 174
10 Creating Learning Environments and Producing Instructional Activities	p. 176
Key Terms	p. 176
Guiding Questions	p. 177
Chapter Overview	p. 178
Development of Instruction	p. 178
Teaching Pitfall	p. 178
Learning Environments	p. 180
Four Perspectives on the Design of Learning Environments	p. 180
Directed and Open-Ended Learning Environments	p. 181
Research Support for Instructional Practices	p. 186
Activities Based on Proven Effective Practices	p. 189
Identifying Similarities and Differences	p. 189
Summarizing and Note Taking	p. 192
Reinforcing Effort and Providing Recognition	p. 193
Homework and Practice	p. 194
Nonlinguistic Representations	p. 194
Cooperative Learning	p. 196
Setting Objectives and Providing Feedback	p. 196
Generating and Testing Hypotheses	p. 197
Questions, Cues, and Advance Organizers	p. 198
Summary	p. 198
Connecting Process to Practice	p. 199
Recommended Readings	p. 200
References	p. 200
Part 4 Evaluating Learner Success and the Instructional Design: Determining the Effect of the Intervention	p. 203
11 Evaluating Learner Achievement	p. 204
Key Terms	p. 204
Guiding Questions	p. 206
Chapter Overview	p. 206
Evaluation, Assessment, and Measurement	p. 206
Purpose of Evaluation	p. 207
Goal of Learner Evaluation	p. 208
Development of Learner Evaluations	p. 210
Validity and Reliability	p. 210
Criterion Referenced and Norm Referenced: Simplified	p. 211
The Starting Point: Instructional Objectives	p. 212
Implementation of Learner Evaluations	p. 229
Preinstruction	p. 229
During Instruction	p. 230
Postinstruction	p. 230
Determination of the Success of Learner Evaluations	p. 231
Instructional Designer's Role	p. 231
Summary	p. 232
Connecting Process to Practice	p. 233
Recommended Readings	p. 234
References	p. 235
12 Determining the Success of the Instructional Design Product and Process	p. 236
Key Terms	p. 236
Guiding Questions	p. 237
Chapter Overview	p. 238
Formative and Summative Evaluation	p. 238
Formative Evaluation	p. 238
Summative Evaluation	p. 248
Group Processing: Evaluating the Instructional Design Team	p. 255
Summary	p. 256
Connecting Process to Practice	p. 257
Recommended Readings	p. 258
References	p. 258
Index	p. 261

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