Designing Effective InstructionOur purpose in writing this text was to present an instructional design model and related information that is practical, applicable to a number of situations, and can mature with the instructional designer.The model presented in this book is eclectic in that it borrows ideas from many different disciplines and approaches to instructional design. We believe that there is never one perfect approach to solving an instructional problem. As a result, we have incorporated both behavioral and cognitive approaches into the model so that we can reap the benefits of each. |
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Page 70
... activities and resources that will facilitate effective learning . The result is a very focused unit of instruction . Second , instructional objectives provide a framework for devising ways to eval- uate student learning . Since written ...
... activities and resources that will facilitate effective learning . The result is a very focused unit of instruction . Second , instructional objectives provide a framework for devising ways to eval- uate student learning . Since written ...
Page 151
... activities in a learning lab appropriate for the course ; and ( c ) group discussion ses- sions in which learners may ask questions , make reports , and engage in other forms of interaction . A study guide is prepared that contains ...
... activities in a learning lab appropriate for the course ; and ( c ) group discussion ses- sions in which learners may ask questions , make reports , and engage in other forms of interaction . A study guide is prepared that contains ...
Page 224
... activities and evaluate unit materials . The Planning Team The initial planning team should be small , consisting of perhaps one or more SMEs , an instructional designer , and an evaluation expert . A team of two individ- uals may ...
... activities and evaluate unit materials . The Planning Team The initial planning team should be small , consisting of perhaps one or more SMEs , an instructional designer , and an evaluation expert . A team of two individ- uals may ...
Contents
CHAPTER | 1 |
Premises Underlying the Instructional Design Process | 8 |
CHAPTER | 11 |
Copyright | |
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achieve activities answer application approach appropriate attitudes behavior Bloom's taxonomy Bodilly Chapter cognitive complete concept cooperative learning cost course criterion-referenced testing describe determine develop domain Educational Educational Psychology effective employees equipment example experience formative evaluation goal analysis grades identify individual Instructional Delivery instructional design process instructional materials instructional objectives instructional planning Instructional Problems instructional program instructional strategies instructor interpersonal interview involved knowledge Learner Characteristics learning styles lecture mastery learning measure method mnemonic nails needs assessment Norm-referenced testing organization outcomes performance preinstructional strategy prepare presentation pretest procedural analysis Project Management psychomotor questions role scores self-paced learning sequence skills specific steps structure Summative Evaluation surgeon's knot Table target audience task analysis teachers teaching Terminal objective tion tional tive topic training program typically unit of instruction University of Memphis writing