Principles of Instructional Design
Harcourt Brace Jovanovich College Publishers, 1992 - Architecture - 365 pages
Describes a rationally consistent basis for instructional design based in cognitive psychology and information-processing theory. Prepares teachers to design and develop a course, unit, and module of instruction; outlines the nine stages of instructional design procedure; and integrates current research and practice in the movement toward performance systems technology.
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Designing Instructional Systems
Basic Processes in Learning and Instruction
Intellectual Skills and Strategies
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achievement acquired activities analysis apply assessment attitude behavior Briggs Chapter cognitive strategies components concrete concepts conditions of learning course curriculum curriculum map defined concept delivery system Demonstrate described design of instruction designed instruction domain Educational Psychology effective employed encoding events of instruction example feedback goals human model identify indicated individualized instruction instructional design instructional events instructional systems intellectual skills involved knowledge leaming learned capabilities learner learning guidance learning hierarchy learning outcomes learning situation mastery learning materials means measures media selection memory metacognitive strategies modules motor skills norm-referenced tests organized particular performance objectives possible prerequisite skills previously learned problem solving procedures process variables purpose question relevant require retrieval rules schema semantic encoding sentence sequence specific student summative evaluation target objectives task analysis teacher tion topic traits transfer of learning tutoring type of learning verb verbal information word