Instructional DesignThis book is notable for its theory-based treatement of the instructional design process, including unusual depth in the design of instructional strategies. Its scope applies to both K-12 and corporate settings, and it is particularly rich with examples and practice. A helpful Learning Resources Web site accompanies the book providing feedback for chapter exercises, job aids, presentations, and other helpful materials.The book won the "Best Book" award from AECT's Division of Instructional Development in 2000. |
From inside the book
Results 1-3 of 45
Page 66
... learning outcomes and the instructional " conditions " that support learning in each of these categories . We will outline each of these categories and the types of goals or objectives that fit in each category because we believe that ...
... learning outcomes and the instructional " conditions " that support learning in each of these categories . We will outline each of these categories and the types of goals or objectives that fit in each category because we believe that ...
Page 87
... learning goals . Rewrite them as learning objectives in a three - part Mager form . • The student can select ... outcomes required , which in our case is according to Gagné's learning outcomes taxonomy . This clear delineation of ...
... learning goals . Rewrite them as learning objectives in a three - part Mager form . • The student can select ... outcomes required , which in our case is according to Gagné's learning outcomes taxonomy . This clear delineation of ...
Page 358
... learning and attitude outcome measures , and an interrupted time - series design might be used for examining payoff ... outcomes , learning outcomes , attitude outcomes , level of implementation , and cost effectiveness in evaluation ...
... learning and attitude outcome measures , and an interrupted time - series design might be used for examining payoff ... outcomes , learning outcomes , attitude outcomes , level of implementation , and cost effectiveness in evaluation ...
Contents
one Introduction to Instructional Design | 1 |
four | 13 |
Analysis and Assessment | 26 |
Copyright | |
31 other sections not shown
Other editions - View all
Common terms and phrases
ability able achieve activities apply approach appropriate art deco attitude behavior Chapter cognitive strategies complete concept consider constructivism constructivists course curriculum decisions declarative knowledge depth of field described design process designing instruction determine discussion Educational Technology effective Erlbaum example experience factors feedback Figure Gagné Hillsdale identify individual information-processing analysis instructional design instructional strategy instructional theories instructor involves learning environment learning goals learning outcomes learning strategies learning task lesson locus of control long-term memory memory ment motivation needs assessment nonexamples organization particular performance practice principles prior knowledge problem solving procedure production psychology psychomotor learning questions require rhombus scientific notation sequence shutter speed situations steps structure target audience task analysis teacher teaching techniques terminal objective theory tion tional tive types of learning visual write