Designing Effective Instructio / Edition 5

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Overview

This valuable resource provides instructional designers with the guidance they need to meet the challenge of creating effective and efficient instruction. Maintaining a careful balance between theory and application, the Fourth Edition presents a practical, easy-to-follow approach to instructional design that can be applied to K-12 classrooms, higher education, distance education, and business programs. The authors incorporate behavioral and cognitive approaches into their model, so that readers can reap the benefits of both.
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Product Details

  • ISBN-13: 9780470074268
  • Publisher: Wiley, John & Sons, Incorporated
  • Publication date: 10/5/2006
  • Edition number: 5
  • Pages: 464
  • Product dimensions: 9.25 (w) x 7.50 (h) x 0.94 (d)

Meet the Author

Dr. Gary R. Morrison teaches courses in Instructional Design and Technology at Old Dominion University in Norfolk, Virginia. During the past twenty years, he has taught courses in instructional design, message design, distance education, instructional technology research, design of computer-based instruction, and individualized instructional methods. Gary also serves as Graduate Program Director for the Instructional Design and Technology Program.

In recent years, his research has focused on instructional strategies, cognitive load theory, distance education, and the integration of technology into the classroom. Gary is author of over 20 book chapters, 50 journal articles, and 100 presentations on instructional technology. He is also the associate editor of the research section of ETR&D, and serves on the editorial boards of the Quarterly Review of Distance Education and Computers in Human Behavior. He is also the past president of the Design and Development and Research & Theory Divisions of AECT.

Gary received a doctorate in Instructional Systems Technology from Indiana University in 1977. After graduation, he worked as instructional designer for the University of Mid-America where he designed college level distance education courses. One of the courses he designed was accepted for broadcast on PBS. After two years at the University of Mid-America, Gary worked as an instructional designer for Solar Turbines International, General Electric's Corporate Consulting Group, and Tenneco Oil Company where he designed courses in a variety of formats for customers and engineers. In 1984, he accepted a faculty position at the University of Memphis where he guided the development of the instructional design and technology program for the next 14 years. In 1998, Gary accepted a faculty position at Wayne State University. In 2004, Gary accepted a position at Old Dominion University as a professor in the Instructional Design and Technology program.

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Table of Contents

Preface.

About the Authors.

CHAPTER ONE.   Introduction to the Instructional Design Process.

Getting Started.

Questions to Consider?

Why Instructional Design?

What is Instructional Design?

Premises Underlying the Instructional Design Process.

Overview of our Design Model.

Who’s who in the Instructional Design Process.

Answering the Critics.

Questions . . .Questions . . . Questions.

Summary.

The ID Process.

Application.

Answers.

References.

CHAPTER TWO.   Identifying the Need for Instruction.

Getting started.

Questions to Consider.

Is Instruction the Answer?

Needs Assessment.

Goal Analysis.

Performance Assessment.

Summary.

The ID Process.

Applications.

Answers.

Quality Management.

Instructional Design: Decisions and Choices.

References.

CHAPTER THREE.   Learner and Contextual Analysis.

Getting Started.

Questions to Consider.

Types of Learner Characteristics.

Contextual Analysis.

Summary.

The ID Process.

Application.

Answers.

Quality Management.

Instructional Design: Decisions and Choices.

References.

CHAPTER FOUR.   Task Analysis.

Getting Started.

Questions to Consider.

Task Analysis.

Topic Analysis.

Procedural Analysis.

The Critical Incident Method.

Conducting a Task Analysis.

Summary.

The ID Process.

Application.

Answer.

Quality Management.

Instructional Design: Decisions and Choices.

References.

CHAPTER FIVE.   Instructional Objectives.

Getting Started.

Questions to Consider.

Function of Objectives.

Three Objective Domains.

Developing Instructional Objectives.

Writing Objectives in the Cognitive Domain.

Writing Objectives for the Psychomotor Domain.

Writing Objectives for the Affective Domain.

Classifying Objectives.

Difficulties in Writing Objectives.

Pros and Cons of Writing Objectives.

Summary.

The ID Process.

Application.

Answer.

Quality Management.

Instructional Design: Decisions and Choices.

References.

CHAPTER SIX.   Designing the Instruction: Sequencing.

Getting Started.

Questions to Consider.

The Posner and Strike Sequencing Schemes.

Elaboration Theory Sequencing.

From Objectives to Sequencing.

Summary.

The ID Process.

Application.

Answers.

Quality Management.

Instructional Design: Decisions and Choices.

References.

CHAPTER SEVEN.   Designing the Instruction: Strategies.

Getting Started.

Questions to Consider.

Why Instructional Strategies?

Prescriptions for Instructional Strategies.

Summary.

The ID Process.

Applications.

Answers.

Quality Management.

Instructional Design: Decisions and Choices.

References.

CHAPTER EIGHT.   Designing the Instructional Message.

Getting Started.

Questions to Consider.

Preinstructional Strategies.

Message Design for Text.

Pictures and Graphics in Instruction.

Summary.

The ID Process.

Application.

Answer.

Quality Management.

Instructional Design: Decisions and Choices.

References.

CHAPTER NINE.   Developing Instructional Materials.

Getting Started.

Questions to Consider.

Starting the Development of the Instruction.

Heuristics for Developing Instruction.

Putting Pen to Paper or Fingers to Keyboard.

Group Presentations.

Self-Paced Learning.

Small-Group Formats.

Summary.

The ID Process.

Application.

Answer.

Quality Management.

Instructional Design: Decisions and Choices.

References.

CHAPTER TEN.  The Many Faces of Evaluation.

Getting Started.

Questions to Consider.

Purposes of Evaluation.

Relationship Among Formative, Summative, and Confirmative Evaluations.

Relationship between Evaluation and Instructional Objectives.

Validity and Reliability of Tests.

Standards of Achievement.

Student Self-Evaluation.

Summary.

The ID Process.

Applications.

Answers.

Instructional Design: Decisions and Choices.

References.

CHAPTER ELEVEN.  Developing Evaluation Instruments.

Getting Started.

Questions to Consider.

Testing Knowledge.

Testing Skills and Behavior.

Attitudes.

Summary.

The ID Process.

Applications.

Answers.

Instructional Design: Decisions and Choices.

References.

CHAPTER TWELVE.  Conducting Formative and Summative Evaluations.

Getting Started.

Questions to Consider.

A Basic Model for Formative Evaluation.

Types of Formative Evaluation.

Stages of Formative Evaluation.

Summative Evaluation: Determining Program Outcomes.

Program Effectiveness.

Program Efficiency.

Program Costs.

Confirmative Evaluation: Determining Outcomes Over Time.

Reporting Results of Summative and Confirmative Evaluations.

Summary.

The ID Process.

Application.

Answer.

Instructional Design: Decisions and Choices.

References.

CHAPTER THIRTEEN.  Learning Theory and Instructional Theory.

Getting Started.

Questions to Consider.

Introduction.

Learning Theory.

Application.

Answers.

Instructional Design: Decisions and Choices.

References.

CHAPTER FOURTEEN.  The Role of the Instructional Designer at Work.

Getting Started.

Questions to Consider.

Instructional Design in an Organization.

The Nature of Design.

Working with the Subject-Matter Expert and Consultants.

Proposal Preparation.

Project Management.

Legal Liabilities in Training.

Summary.

The ID Process.

Applications.

Answers.

Instructional Design: Decisions and Choices.

References.

CHAPTER FIFTEEN.  Planning for Instructional Implementation.

Getting Started.

Questions to Consider.

Planned Change.

The Cler Model.

Planning the Implementation with the Cler Model.

Implementation Decisions.

Instructors.

Summary.

The ID Process.

Application.

Answer.

Instructional Design: Decisions and Choices.

References.

APPENDIX A.   Sample Instructional Design Documentation.

APPENDIX B.   A Sample Instructional Unit.

Glossary.

Index.

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