Designing Effective Instruction / Edition 7

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Overview

This book includes many new, enhanced features and content. Overall, the text integrates two success stories of practicing instructional designers with a focus on the process of instructional design. The text includes stories of a relatively new designer and another with eight to ten years of experience, weaving their scenarios into the chapter narrative. Throughout the book, there are updated citations, content, and information, as well as more discussions on learning styles, examples of cognitive procedure, and explanations on sequencing from cognitive load theory.
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Product Details

  • ISBN-13: 9781118359990
  • Publisher: Wiley, John & Sons, Incorporated
  • Publication date: 12/26/2012
  • Edition description: New Edition
  • Edition number: 7
  • Pages: 453
  • Sales rank: 376,164
  • Product dimensions: 7.90 (w) x 9.90 (h) x 0.80 (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 thedevelopment 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

Chapter 1: Introduction to the Instructional Design Process.

Chapter 2: Identifying the Need for Instruction.

Chapter 3: Learner and Contextual Analysis.

Chapter 4: Task Analysis.

Chapter 5: Instructional Objectives.

Chapter 6: Designing the Instruction: Sequencing.

Chapter 7: Designing the Instruction: Strategies.

Chapter 8: Designing the Instructional Message.

Chapter 9: Developing Instructional Materials.

Chapter 10: Design Considerations for Technology-Based Instruction.

Chapter 11: The Many Faces of Evaluation.

Chapter 12: Developing Evaluation Instruments.

Chapter 13: Using Evaluation to Enhance Programs: Conducting Formative and Summative Evaluations.

Chapter 14: Learning Theory and Instructional Theory.

Chapter 15: Planning for Instructional Implementation.

Chapter 16: Instructional Design Project Management.

Appendix A: Sample Design Document.

Appendix B: Sample Unit.

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