Designing Effective Instruction

Cover......Page 1
Title Page......Page 9
Copyright......Page 10
Preface......Page 13
Acknowledgments......Page 16
About The Authors......Page 17
Contents......Page 19
Getting Started......Page 34
Why Do Instructional Design?......Page 36
What Are the Benefits of Instructional Design?......Page 37
Applying the Process to Both Academic Education and Training Programs......Page 38
What Is Instructional Design?......Page 40
Instructional Design and Human Performance Technology......Page 42
Contexts for Instructional Design......Page 43
Premises Underlying the Instructional Design Process......Page 44
Instructional Problems......Page 48
Designing the Message......Page 49
Evaluation Instruments......Page 50
Ongoing Processes......Page 51
Who's Who in the Instructional Design Process......Page 52
Answering the Critics......Page 53
Summary......Page 55
Lean Instructional Design......Page 56
References......Page 57
Getting Started......Page 60
Is Instruction the Answer?......Page 62
Needs Assessment......Page 63
Types of Needs and Data Sources......Page 65
Conducting a Needs Assessment......Page 69
Example Needs Assessment Plan......Page 71
Goal Analysis......Page 73
Six Steps of Goal Analysis......Page 74
Comparing Goal Analysis and Needs Assessment......Page 75
Performance Assessment......Page 76
Summary......Page 77
The ID Process......Page 78
Problem 1......Page 79
Answers......Page 80
Instructional Design: Decisions and Choices......Page 81
References......Page 82
Getting Started......Page 84
Types of Learner Characteristics......Page 86
Specific Entry Characteristics......Page 87
Learning Styles......Page 88
Personal and Social Characteristics......Page 89
Culturally Diverse Learners......Page 90
Learners with Disabilities......Page 91
Adult Learners......Page 92
Contextual Analysis......Page 95
Types of Context......Page 96
Conducting a Contextual Analysis......Page 98
The ID Process......Page 99
Application......Page 100
Instructional Design: Decisions and Choices......Page 101
References......Page 103
Getting Started......Page 106
Task Analysis......Page 108
Content Structures......Page 109
Topic Analysis......Page 111
Analyzing a Topic......Page 112
Procedural Analysis......Page 114
Going Beyond Procedural Analysis......Page 118
The Critical Incident Method......Page 122
Serving as Your Own SME......Page 124
Techniques for Gathering Data......Page 125
Recording Methods......Page 126
The ID Process......Page 127
Answer......Page 128
Quality Management......Page 130
Instructional Goals......Page 131
References......Page 133
Function of Objectives......Page 136
Cognitive Domain......Page 138
Psychomotor Domain......Page 139
Interrelation of Domains......Page 141
Approaches to Objectives......Page 142
Behavioral Objectives......Page 143
Optional Parts......Page 144
Cognitive Objectives......Page 146
Writing Objectives for the Affective Domain......Page 149
Expanded Performance—Content Matrix Model......Page 151
Pros and Cons of Writing Objectives......Page 153
The ID Process......Page 154
Application......Page 155
Quality Management......Page 156
Refining the Objectives......Page 157
Putting It All Together......Page 158
References......Page 159
Getting Started......Page 160
Learning-Related Sequencing......Page 162
World-Related Sequencing......Page 164
Concept-Related Sequencing......Page 165
Task Expertise Sequencing......Page 168
Lean Instructional Design......Page 169
Quality Management......Page 170
Instructional Design: Decisions and Choices......Page 171
References......Page 172
Getting Started......Page 174
Foundations for the Prescriptions......Page 176
Generative Strategies......Page 177
Prescriptions for Instructional Strategies......Page 178
Prescriptions for Teaching Facts......Page 181
Prescriptions for Teaching Concepts......Page 182
Prescriptions for Teaching Principles and Rules......Page 184
Prescriptions for Teaching Procedures......Page 186
Prescriptions for Teaching Interpersonal Skills......Page 189
Summary......Page 191
Lean Instructional Design......Page 192
Answers......Page 193
Objective 1......Page 194
Objective 4......Page 195
Objective 6......Page 196
References......Page 197
Getting Started......Page 202
Preinstructional Strategies......Page 204
Objectives......Page 205
Overviews......Page 206
Advance Organizers......Page 207
Message Design for Text......Page 208
Signaling the Texts Schema......Page 209
Typographical Signals......Page 210
Effectiveness......Page 215
Graphical Signals......Page 216
The Function of Pictures......Page 217
Using Pictures in Instruction......Page 222
Lean Instructional Design......Page 223
Answers......Page 224
Instructional Design: Decisions and Choices......Page 225
References......Page 227
Starting the Development of the Instruction......Page 232
Staying Focused......Page 234
Make It Concrete......Page 235
Use Appropriate Pacing......Page 237
Use Cues......Page 238
Initial Presentation......Page 239
Transitions......Page 240
Cognitive Load......Page 241
Strengths......Page 249
Applications......Page 250
Guidelines for Effective Lecturing......Page 251
Distance Education......Page 252
Self-Paced Learning......Page 254
Strengths......Page 255
Guidelines for Effective Learning......Page 256
Changing Roles......Page 257
Formats......Page 258
Summary......Page 261
Application......Page 262
Instructional Design: Decisions and Choices......Page 263
References......Page 264
Getting Started......Page 270
Individualized Computer- and Web-Based Instruction......Page 272
Tutorials......Page 273
Games......Page 274
Design Considerations for Individualized Computer and Web-Based Instruction......Page 275
Interface Design......Page 276
Learner Control......Page 277
Feedback......Page 278
Remediation......Page 280
Designing Interactions......Page 281
Using Multimedia......Page 284
Design Considerations for Group-Based Distance Instruction......Page 287
A Group Approach to Distance Instruction......Page 288
Avoiding the Shovelware Trap......Page 289
Lean Instructional Design......Page 290
Quality Management......Page 291
Objective 2......Page 292
References......Page 293
Getting Started......Page 300
Formative Evaluation......Page 302
Confirmative Evaluation......Page 305
The Role of Instructional Objectives......Page 306
When to Evaluate......Page 307
Matching Measures to Objectives......Page 308
Validity......Page 309
Reliability......Page 311
Relative Standards......Page 314
Absolute Standards......Page 315
Standards Versus Conventional Measurement......Page 316
Testing for Prerequisites......Page 318
Benefits of Pretesting......Page 319
Summary......Page 320
The ID Process......Page 321
Lean Instructional Design......Page 322
Instructional Design: Decisions and Choices......Page 323
References......Page 325
Getting Started......Page 328
Objective Tests......Page 330
Constructed-Response Tests......Page 337
Testing Skills and Behavior......Page 343
Preliminary Considerations......Page 345
Types of Skill/Behavior Assessments......Page 346
Attitudes......Page 355
Observation/Anecdotal Records......Page 356
Assessment of Behavior......Page 357
Questionnaire/Survey......Page 358
Interview......Page 360
The ID Process......Page 361
Answers......Page 362
Objective 1......Page 363
Objective 6......Page 364
References......Page 365
Getting Started......Page 366
Purposes......Page 368
Resources......Page 369
Data-Gathering Techniques......Page 370
Analysis......Page 371
Reporting......Page 372
Connoisseur-Based Studies......Page 373
Decision-Oriented Studies......Page 374
Quick-Turnaround Evaluation Studies......Page 375
Stages of Formative Evaluation......Page 376
Summative Evaluation: Determining Program Outcomes......Page 377
Evaluation Versus Research......Page 378
Program Effectiveness......Page 379
Summative Evaluation Methods......Page 380
Faculty and Staff Required......Page 382
Developmental Costs......Page 383
Instructional Cost Index......Page 385
Confirmative Evaluation: Determining Outcomes Over Time......Page 387
Educational Programs......Page 388
Training Programs......Page 389
Summary......Page 391
The ID Process......Page 392
Lean Instructional Design......Page 393
Instructional Design: Decisions and Choices......Page 394
References......Page 396
Getting Started......Page 398
Introduction......Page 400
Instructional Theory......Page 401
Applications of Instructional Theories and Models......Page 402
Types of Learning Theory......Page 403
Cognitive Theory......Page 407
Summary......Page 414
The ID Process......Page 415
Application......Page 417
Instructional Design: Decisions and Choices......Page 418
References......Page 419
Planned Change......Page 422
Innovation......Page 424
Social System......Page 425
Time......Page 426
Configuration......Page 427
Resources......Page 428
Configuration......Page 431
Implementation Plan......Page 432
Tichy's TPC (Technical, Political, Cultural) Framework......Page 433
Developmental Stages and Information Decision Process Models......Page 434
Instructional Delivery......Page 435
Materials......Page 436
Instructor Training......Page 437
Role of Supervisors......Page 439
Lean Instructional Design......Page 440
Answers......Page 441
References......Page 442
Getting Started......Page 444
Project Planning......Page 446
Management Activities......Page 452
Completing the Project......Page 453
Project Agreement and Proposal Preparation......Page 454
Instructional Design in Organizations......Page 459
Placement Within the Organization......Page 460
Working with the Subject-Matter Expert and Consultants......Page 461
The Subject-Matter Expert in Different Roles......Page 462
Legal Considerations in ID Project Management......Page 463
Common Legal Problems in Training......Page 464
The ID Process......Page 466
Instructional Design: Decisions and Choices......Page 467
References......Page 468
Aim......Page 471
Specific Characteristics......Page 473
Task Analysis......Page 474
Initial Presentation......Page 476
Objective 4......Page 477
Objective 7......Page 478
Target Audience Review......Page 479
Formative Evaluation......Page 480
See the Opportunities......Page 481
It Is Up to You......Page 482
Bags Come in Three Sizes......Page 483
Types of Grocery Items......Page 484
Group Descriptions......Page 485
Construction Principles......Page 486
The Building Parts......Page 488
Inside, Outside, Underneath......Page 489
Index......Page 495
EULA......Page 513