The Systematic Design of Instruction
This classic text introduces students to the fundamentals of instructional design and helps them learn the concepts and procedures for designing, developing, and evaluating instruction for all delivery formats. The new edition builds upon the foundation of previous editions with clear discussions on the impact of critical new theories, new technologies, and the Internet. The book addresses current design processes used in instructional settings and delivery systems across many areas of curriculum and business, including Internet-based Distance Education. Hallmark Features *The text clearly describes and models the instructional design process as it is practiced in educational and business settings, allowing students easy transfer of important topics. *The conceptual base for each step in the instructional design model is clearly defined and described in an accessible manner.*Application of and decision-making about instructional design concepts are illustrated through a serial case study example carried through the steps of the design model in each chapter of the book. *Opportunities are provided for readers to apply new concepts through practice and feedback activities at the end of each chapter. *Up-to-date references and recommended readings with annotations allow students to further explore the concepts presented in the text. *This new edition uses course management technology to illustrate design. The new CourseCompass website includes: goals and objectives for each step in the model, illustrations of preinstructional materials, rubrics for evaluating products for each step in the model, concept quizzes, and much more.
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activities analyze appropriate attitude behavioral objectives chapter characteristics checking account checklist classify cluster cluster analysis command keys complete components consider context analysis cooperative group interaction criteria criterion-referenced test declarative sentences demonstrate deposit slip described determine engendering cooperative entry behaviors example feedback field trial Figure format formative evaluation goal analysis group members hierarchical analysis identify included indicate Information Presentation instructional analysis instructional design process instructional goal instructional materials instructional strategy instructor intellectual skills interac Interviews Lead Group Discussions locate main step NCW leaders NCW meetings needs assessment observe Performance Objectives performing the goal posttest practice pretest problems procedures psychomotor skill questions relevant revisions sample score selected sequence session specific struction subskills summative evaluation systems approach Table target learners target population task taught teller terminal objective test items tion tional tive topic type of learning verbal information write X X X