The Systematic Design of InstructionA guide to instructional design for graduate-level educational and instructional technology programs, covering the fundamentals and procedures for designing, developing, and evaluating instruction. Chapters on needs assessment, goal analysis, and developing instructional strategy contain objectives and summaries, examples, practice exercises and questions, and numerous sample forms and tests. This fourth edition reflects the influence of performance technology, constructivism, and the application of computers to instruction. Annotation copyright by Book News, Inc., Portland, OR |
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Page 84
... Target Population Let's begin by considering who the learners are for any given set of instruc- tion . We will refer to these learners as the target population- they are the ones you want to " hit " with the appropriate instruction ...
... Target Population Let's begin by considering who the learners are for any given set of instruc- tion . We will refer to these learners as the target population- they are the ones you want to " hit " with the appropriate instruction ...
Page 88
... target population . This situa- tion would be reflected in a subordinate skills analysis in which the dotted line separating skills to be taught from skills assumed to be known is placed relatively high on the chart , which suggests ...
... target population . This situa- tion would be reflected in a subordinate skills analysis in which the dotted line separating skills to be taught from skills assumed to be known is placed relatively high on the chart , which suggests ...
Page 95
... target population before beginning . Target population 3 above , any person , would result in the most general type of instruction , while instruction directed to either college students or work- study groups would differ in vocabulary ...
... target population before beginning . Target population 3 above , any person , would result in the most general type of instruction , while instruction directed to either college students or work- study groups would differ in vocabulary ...
Common terms and phrases
analyze answer appropriate attitude questionnaire bank number behavioral objectives cash checking account checklist closing punctuation cluster command keys complete sentence components concepts consider correct punctuation criteria criterion criterion-referenced test cursor declarative sentence deposit slip described determine Develop Instructional entry behaviors example feedback field trial Figure format formative evaluation Gagné Given goal analysis hierarchical analysis identify illustrations imperative sentences included indicate Information Presentation INFORMATION instructional analysis instructional goal instructional materials instructional strategy instructor intellectual skills lesson motor skill one-to-one Participation PRACTICE ITEMS Performance Objectives posttest predicates pretest problems procedures psychomotor skill questions response revisions sample scores selected sentence types sentence with correct sequence specified steps story structional Student Participation PRACTICE subordinate skills analysis subskills summarized summative evaluation systems approach Table target group target learners target population task taught terminal objective tion tional tive topic verbal information word processing write