Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base
Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base is perhaps best described by its new subtitle. Whereas Volume II sought to comprehensively review the proliferating theories and models of instruction of the 1980’s and 1990’s, Volume III takes on an even more daunting task: starting to build a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies that constitute the field of Instructional Design. Unit I describes the need for a common knowledge base, offers some universal principles of instruction, and addresses the need for variation and detailed guidance when implementing the universal principles. Unit II describes how the universal principles apply to some major approaches to instruction such as direct instruction or problem-based instruction. Unit III describes how to apply the universal principles to some major types of learning such as understandings and skills. Unit IV provides a deeper understanding of instructional theory using the structural layers of a house as its metaphor and discusses instructional theory in the broader context of paradigm change in education.

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Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base
Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base is perhaps best described by its new subtitle. Whereas Volume II sought to comprehensively review the proliferating theories and models of instruction of the 1980’s and 1990’s, Volume III takes on an even more daunting task: starting to build a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies that constitute the field of Instructional Design. Unit I describes the need for a common knowledge base, offers some universal principles of instruction, and addresses the need for variation and detailed guidance when implementing the universal principles. Unit II describes how the universal principles apply to some major approaches to instruction such as direct instruction or problem-based instruction. Unit III describes how to apply the universal principles to some major types of learning such as understandings and skills. Unit IV provides a deeper understanding of instructional theory using the structural layers of a house as its metaphor and discusses instructional theory in the broader context of paradigm change in education.

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Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base

Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base

Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base
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Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base

Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base

Overview

Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base is perhaps best described by its new subtitle. Whereas Volume II sought to comprehensively review the proliferating theories and models of instruction of the 1980’s and 1990’s, Volume III takes on an even more daunting task: starting to build a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies that constitute the field of Instructional Design. Unit I describes the need for a common knowledge base, offers some universal principles of instruction, and addresses the need for variation and detailed guidance when implementing the universal principles. Unit II describes how the universal principles apply to some major approaches to instruction such as direct instruction or problem-based instruction. Unit III describes how to apply the universal principles to some major types of learning such as understandings and skills. Unit IV provides a deeper understanding of instructional theory using the structural layers of a house as its metaphor and discusses instructional theory in the broader context of paradigm change in education.

Product Details

ISBN-13: 9780805864564
Publisher: Taylor & Francis
Publication date: 02/02/2009
Edition description: New Edition
Pages: 444
Product dimensions: 6.20(w) x 9.10(h) x 1.10(d)

About the Author

Charles M. Reigeluth is a Professor in the Instructional Systems Technology department at Indiana University.

Alison A. Carr-Chellman is a Professor of Education (Instructional Systems) in the Learning and Performance Systems department at The Pennsylvania State University.

Table of Contents

UNIT 1: FRAMEWORKS FOR UNDERSTANDING INSTRUCTIONAL THEORY

1. Understanding Instructional Theory, Charles M. Reigeluth & Alison Carr-Chellman

2. Understanding Instruction, Charles M. Reigeluth & John B. Keller

3. First Principles of Instruction, M. David Merrill

4. Situational Principles of Instruction, Charles M. Reigeluth & Alison Carr-Chellman

UNIT 2: THEORIES FOR DIFFERENT APPROACHES TO INSTRUCTION

5. Direct Approach to Instruction, William G. Huitt, David M. Monetti, & John H. Hummel

6. Discussion Approach to Instruction, Joyce Taylor Gibson

7. Experiential Approach to Instruction, Lee Lindsey & Nancy Berger

8. Problem-Based Approach to Instruction, John R. Savery

9. Simulation Approach to Instruction, Andrew S. Gibbons, Mark McConkie, Kay Kyeongju Seo, & David Wiley

UNIT 3: Theories for Different Outcomes of Instruction

10. Fostering Skill Development Outcomes, Alexander Romiszowski

11. Fostering Understanding Outcomes, Martha Stone Wiske & Brian J. Beatty

12. Fostering Affective Development Outcomes: Emotional Intelligence, Barbara Bichelmeyer, James Marken, Tamara Harris, Melanie Misanchuk, & Emily Hixon

13. Fostering Integrated Learning Outcomes across Domains, Brian J. Beatty

UNIT 4: TOOLS FOR BUILDING A COMMON KNOWLEDGE BASE

14. The Architecture of Instructional Theory, Andrew S. Gibbons & P. Clint Rogers

15. Domain Theory for Instruction: Mapping Attainments to Enable Learner-Centered Education, C. Victor Bunderson, David A. Wiley, & Reo McBride

16. Learning Objects and Instructional Theory, David A. Wiley

17. Theory Building, Charles M. Reigeluth & Yun-Jo An

18. Instructional Theory for Education in the Information Age, Charles M. Reigeluth

Author Index

Subject Index

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