Instructional Design, 3rd Edition

I INTRODUCTION 1

CHAPTER 1 INTRODUCTION TO INSTRUCTIONAL DESIGN 3

Introduction 4

What Does Instructional Design Mean? 4

What is Design? 6

The Instructional Design Process 8

CHAPTER 2 FOUNDATIONS OF INSTRUCTIONAL DESIGN 17

Why Discuss Philosophy and Theory in an Instructional Design Text? 18

The Philosophical Perspectives of Instructional Design 18

What Is Theory? 23

Major Theory Bases Contributing to Instructional Design 23

II ANALYSIS AND ASSESSMENT 39

CHAPTER 3 INSTRUCTIONAL ANALYSIS: ANALYZING THE LEARNING CONTEXT 41

Overview of Analysis 42

Determining Instructional Needs 43

Describing the Learning Environment 49

Working with an Expert 52

CHAPTER 4 INSTRUCTIONAL ANALYSIS: ANALYZING THE LEARNERS 57

An Overview of Learner Analysis 58

Similarities and Differences between Learners 59

Changing Similarities 65

Significance of Types of Learner Characteristics 69

CHAPTER 5 INSTRUCTIONAL ANALYSIS: ANALYZING THE LEARNING TASK 75

Overview of Analysis of the Learning Task 76

Writing Learning Goals 77

Determining Types of Learning 78

Conducting an Information-Processing Analysis 83

Writing Learning Objectives 94

CHAPTER 6 ASSESSING LEARNING FROM INSTRUCTION 103

An Overview of Assessment of Learning from Instruction 104

Purposes of Evaluation 104

Purposes and Models of Assessment of Learners’ Achievement 105

Types of Assessments 107

Characteristics of Good Assessment Instruments 108

Formats of Assessment 112

Item Specifications 116

Assessment Instrument Blueprints 121

III INSTRUCTIONAL STRATEGIES 125

CHAPTER 7 A FRAMEWORK FOR INSTRUCTIONAL STRATEGY DESIGN 127

An Overview of Instructional Strategy Concerns in Instructional Design 128

Exercise A 128

Lesson-Level Organizational Strategies 129

Lessons and Learning Environments 131

Exercise B 140

Alternatives in Locus of Information Processing 141

Supplantive and Generative Strategies of Instruction 142

Types of Learning and Instructional Strategies 143

Exercise C 146

CHAPTER 8 STRATEGIES FOR DECLARATIVE KNOWLEDGE INSTRUCTION 151

Introduction 152

A Review of Declarative Knowledge Learning 152

Cognitive Processes of Learning Declarative Knowledge 153

Conditions Supporting Declarative Knowledge Learning and Example Lessons 156

Assessment of Declarative Knowledge 167

Exercises 167

CHAPTER 9 STRATEGIES FOR INSTRUCTION LEADING TO CONCEPT LEARNING 171

A Review of Concept Learning 172

Cognitive Processes and Structures in Concept Learning 173

Essential Conditions of Learning Concepts 175

Assessment of Concept Learning 180

Exercises 181

Examples Concept Lesson 182

CHAPTER 10 STRATEGIES FOR INSTRUCTION LEADING TO LEARNING PROCEDURES 188

A Review of Learning to Apply a Procedure 189

Cognitive Processes Involved in the Learning of Procedures 190

Conditions Supporting the Learning of Procedures 190

Asessment of Procedure Learning 197

Example Procedure Learning Lesson 198

Exercises 202

CHAPTER 11 STRATEGIES FOR INSTRUCTION LEADING TO PRINCIPLE LEARNING 204

A Review of Principle Learning 205

Exercises 206

Cognitive Processes of Learning Principles 206

Conditions Supporting Learning Principles 207

Assessment of Principle Application 211

Example Principle Application Lesson 212

CHAPTER 12 STRATEGIES FOR PROBLEM-SOLVING INSTRUCTION 217

A Review of Problem-Solving Learning 218

Cognitive Requirements of Problem-Solving Learning 219

Problem-Solving Task-Analysis 222

The Differences between Expert and Novice Problem Solvers 222

Instructional Events for a Problem-Solving Lesson 223

Assessment of Problem Solving Learning 227

Macrostrategies for Problem-Solving Instruction 228

Example Problem Solving Lesson 234

Exercise 237

CHAPTER 13 STRATEGIES FOR COGNITIVE STRATEGY INSTRUCTION 243

A Review of Cognitive Strategy Learning 244

Cognitive Requirements of Cognitive Strategy Learning 246

General Approaches to Teaching Cognitive Strategies 247

Events of Instruction for Teaching Cognitive Strategies 248

Impediments to Strategy Use 253

Assessment of Cognitive Strategy Learning 254

Exercise 255

CHAPTER 14 STRATEGIES FOR ATTITUDE LEARNING 259

Introduction 260

Instruction for Attitude Objectives 260

Exercise A 260

A Review of Attitude Learning 262

Exercise B 265

Example Attitude Lesson 265

Instructional Conditions for Attitude Objectives 265

Assessment of Attitude Learning 266

CHAPTER 15 STRATEGIES FOR PSYCHOMOTOR SKILL LEARNING 272

Introduction 273

A Review of Psychomotor Learning 273

Exercise A 275

Critical Elements of Psychomotor Skills 275

Exercise B 277

A General Procedure for Teaching Psychomotor Skills 279

Assessment of Psychomotor Skill Learning 281

CHAPTER 16 MACRO STRATEGIES: INTEGRATION OF TYPES OF LEARNING 285

Introduction 286

Curriculum Sequencing Structures 286

Exercise A 290

Integrative Curriculum Tools and Concepts 290

Alternative Views of Curriculum Design 293

Technology’s Assistance to Integrated Curriculum

Designs 295

Prescriptions for Curriculum Design 296

Exercise B 296

IV IMPLEMENTATION ,MANAGEMENT,AND EVALUATION 301

CHAPTER 17 IMPLEMENTATION 303

Overview of Implementation 304

What is Implementation? 304

What is the Role of Implementation in Instructional Design? 304

Importance of Considering Implementation 305

Timing of Implementation 305

Stages of the Adoption Process 305

Principles for Encouraging Implementation 306

An Approach to Facilitating Implementation: CBAM 307

Fidelity of Implementation 308

Adoption, Adaptation, and Integration 308

Embodiment as Implementation 309

Exercises 309

CHAPTER 18 MANAGEMENT OF INSTRUCTION 312

Overview of Management of Instruction 313

Why Should a Designer Know Project Management 313

Defining Project Management 313

Project Management in Instructional Design 314

Standards for Project Management 315

Project Integration Management 316

Project Scope Management 316

Project Time Management 316

Project Cost Management 318

Project Human Resource Management 318

Risk, Change, and Crisis Management 319

Macro-Level and Micro-Level Management Issues 320

Instructional Management 321

Integrated Learning Systems 321

Course Management Systems 322

Exercises 323

CHAPTER 19 FORMATIVE AND SUMMATIVE EVALUATION 326

Evaluating Instructional Materials 327

Overview of Formative Evaluation 327

Phases of Formative Evaluation 328

Exercises 341

An Overview of Summative Evaluation 342

Alternative Approaches to Summative Evaluation 343

Procedures for Summative Evaluation 344

V CONCLUSION 353

CHAPTER 20 CONCLUSIONS AND FUTURE DIRECTIONS 355

Overview 356

A Summary of the Major Principles Guiding Instructional Design 356

“Appropriate” Instructional Design 356

Resources 357

Criticality 358

Accountability 359

Expectations/Requirements of the Client Agency 359

Exercise A 363

What Instructional Designers Do 359

Future Directions for Instructional Design 364

New Assumptions 368

Exercise B 368

Author index 373

Subject index 377