Designing Effective Instruction (Paperback, 8)

Preface

About the authors

CHAPTER ONE

Introduction to the instructional design process

Getting started

Why instructional design?

Why do instructional design?

What are the benefits of instructional design?

Applying the process to both academic education and training programs

What is instructional design?

Education versus training

Instructional design and human performance technology

Contexts for instructional design

Premises underlying the instructional design process

Overview of our design model

Instructional problems

Learner and context

Task analysis

Instructional objectives

Content sequencing

Instructional strategies

Designing the message

Development of the instruction

Evaluation instruments

Ongoing processes

Who's who in the instructional design process

Instructional designer

Subject-matter expert (sme)

Evaluator

Answering the critics

Questions … questions … questions

Summary

The id process

Lean instructional design

Application

Answers

References

CHAPTER TWO

Identifying the need for instruction

Getting started

Is instruction the answer?

Needs assessment

Types of needs and data sources

Conducting a needs assessment

Example needs assessment plan

Goal analysis

Six steps of goal analysis

Comparing goal analysis and needs assessment

Performance assessment

Summary

The id process

Lean instructional design

Application

Problem 1.

Problem 2.

Answers

Problem 1.

Problem 2.

Quality management

Instructional design: decisions and choices

References

CHAPTER THREE

Learner and contextual analysis

Getting started

Types of learner characteristics

General characteristics

Specific entry characteristics

Learning styles

Academic information

Personal and social characteristics

Culturally diverse learners

Learners with disabilities

Adult learners

Contextual analysis

Types of context

Conducting a contextual analysis

Summary

The id process

Lean instructional design

Application

Answers

Quality management

Instructional design: decisions and choices

Potential audience misconceptions

Orienting context

References

CHAPTER FOUR

Task analysis

Getting started

Task analysis

Preparing to conduct a task analysis

Content structures

Topic analysis

Analyzing a topic

Procedural analysis

Going beyond procedural analysis

The critical incident method

Conducting a task analysis

Serving as your own sme

Techniques for gathering data

Recording methods

Summary

The id process

Lean instructional design

Application

Answer

Quality management

Instructional design: decisions and choices

Instructional goals

References

CHAPTER FIVE

Instructional objectives

Getting started

Function of objectives

Three objective domains

Cognitive domain

Psychomotor domain

Affective domain

Interrelation of domains

Developing instructional objectives

The basis for objectives

Approaches to objectives

Writing objectives in the cognitive domain

Behavioral objectives

Optional parts

Cognitive objectives

Writing objectives for the psychomotor domain

Writing objectives for the affective domain

Classifying objectives

Expanded performance—content matrix model

Pros and cons of writing objectives

Summary

The id process

Lean instructional design

Application

Answers

Quality management

Instructional design: decisions and choices

Writing objectives

Refining the objectives

Putting it all together

References

CHAPTER SIX

Designing the instruction: sequencing

Getting started

The posner and strike sequencing schemes

Learning-related sequencing

World-related sequencing

Concept-related sequencing

Elaboration theory sequencing

Content expertise sequencing

Task expertise sequencing

From objectives to sequencing

Summary

The id process

Lean instructional design

Application

Answers

Quality management

Instructional design: decisions and choices

References

CHAPTER SEVEN

Designing the instruction: strategies

Getting started

Why instructional strategies?

Designing an instructional strategy

Foundations for the prescriptions

Generative strategies

Prescriptions for instructional strategies

Prescriptions for teaching facts

Prescriptions for teaching concepts

Prescriptions for teaching principles and rules

Prescriptions for teaching procedures

Prescriptions for teaching interpersonal skills

Prescriptions for teaching attitudes

Summary

The id process

Lean instructional design

Applications

Answers

Quality management

Instructional design: decisions and choices

Instructional strategies

Objective 1

Objective 2

Objective 3

Objective 4

Objective 5

Objective 6

References

CHAPTER EIGHT

Designing the instructional message

Getting started

Preinstructional strategies

Pretests

Objectives

Overviews

Advance organizers

Message design for text

Signaling the text's schema

Explicit signals

Typographical signals

Pictures and graphics in instruction

Effectiveness

Graphical signals

The function of pictures

Using pictures in instruction

Summary

The id process

Lean instructional design

Applications

Answers

Quality management

Instructional design: decisions and choices

References

CHAPTER NINE

Developing instructional materials

Getting started

Starting the development of the instruction

Staying focused

Heuristics for developing instruction

Make it concrete

Control the step size

Use appropriate pacing

Maintain consistency

Use cues

Putting pen to paper or fingers to keyboard

Preinstructional strategy

Initial presentation

Generative strategy

Transitions

Cognitive load

Group presentations

Strengths

Limitations

Applications

Guidelines for effective lecturing

Distance education

Self-paced learning

Strengths

Limitations

Guidelines for effective learning

Design checklist

Changing roles

Small-group formats

Strengths

Limitations

Formats

Summary

The id process

Lean instructional design

Application

Answer

Quality management

Instructional design: decisions and choices

References

CHAPTER TEN

Design considerations for technology-based instruction

Getting started

Affordances of technology-based instruction

Individualized computer- and web-based instruction

Drill-and-practice

Tutorials

Simulations

Games

Hypermedia

Interface design

Learner control

Feedback

Remediation

Designing interactions

Using multimedia

Design considerations for group-based distance instruction

An individualized approach to distance instruction

A group approach to distance instruction

Avoiding the shovelware trap

Summary

The id process

Lean instructional design

Application

Answer

Quality management

Instructional design: decisions and choices

Objective 1

Objective 2

Objective 3

Objective 4

Objective 5

Objective 6

References

CHAPTER ELEVEN

The many faces of evaluation

Getting started

Purposes of evaluation

Formative evaluation

Summative evaluation

Confirmative evaluation

Relationship among formative, summative, and confirmative evaluations

The role of instructional objectives

Multiple data sources equal increased information

Processes and products

Time of testing

When to evaluate

Relationship between evaluation and instructional objectives

Matching measures to objectives

Suggested measures for alternative outcomes

Validity and reliability of tests

Validity

Reliability

Relationship between validity and reliability

Standards of achievement

Relative standards

Absolute standards

Measurement issues

Standards versus conventional measurement

Student self-evaluation

Pretesting

Testing for prerequisites

Testing for improvement in performance

Benefits of pretesting

Whether or not to pretest

Summary

The id process

Lean instructional design

Application

Answer

Instructional design: decisions and choices

References

CHAPTER TWELVE

Developing evaluation instruments

Getting started

Testing knowledge

The relationship between evaluation and instructional objectives

Objective tests

Constructed-response tests

Testing skills and behavior

Preliminary considerations

Types of skill/behavior assessments

Attitudes

Two uses of attitude assessment

Observation/anecdotal records

Assessment of behavior

Questionnaire/survey

Interview

Summary

The id process

Lean instructional design

Applications

Answers

Instructional design: decisions and choices

Objective 1

Objective 2

Objective 3

Objective 4

Objective 5

Objective 6

Example of performance checklist

References

CHAPTER THIRTEEN

Using evaluation to enhance programs: conducting formative and summative evaluations

Getting started

A basic model for formative evaluation

Purposes

Audience

Issues

Resources

Evidence

Data-gathering techniques

Analysis

Reporting

Types of formative evaluation

Connoisseur-based studies

Decision-oriented studies

Objectives-based studies

Public relations—inspired studies

Quick-turnaround evaluation studies

Stages of formative evaluation

Summative evaluation: determining program outcomes

Evaluation versus research

Program effectiveness

Summative evaluation methods

Program efficiency

Learner time required

Faculty and staff required

Use of facilities

Program costs

Developmental costs

Operational costs

Instructional cost index

Confirmative evaluation: determining outcomes over time

Approaches to confirmative evaluation

Educational programs

Training programs

Reporting results of summative and confirmative evaluations

Summary

The id process

Lean instructional design

Application

Answer

Instructional design: decisions and choices

References

CHAPTER FOURTEEN

Learning theory and instructional theory

Getting started

Introduction

Learning theory

Instructional theory

Instructional design model

Applications of instructional theories and models

Types of learning theory

Cognitive theory

Summary

The id process

Lean instructional design

Application

Answer

Instructional design: decisions and choices

References

CHAPTER FIFTEEN

Planning for instructional implementation

Getting started

Planned change

Innovation

Communication

Social system

Time

The cler model

Configuration

Linkages

Environment

Resources

Planning the implementation with the cler model

Configuration

Linkages

Environment

Resources

Analysis of the situation

Implementation plan

Tichy's tpc (technical, political, cultural) framework

Developmental stages and information decision process models

Implementation decisions

Program promotion

Instructional delivery

Materials

Instructors

Scheduling

Instructor training

Role of supervisors

Summary

The id process

Lean instructional design

Application

Answers

Instructional design: decisions and choices

References

s

Instructional design project management

Getting started

Project management

Project planning

Management activities

Completing the project

Project agreement and proposal preparation

Instructional design shortcuts

Flexibility of the instructional design process

Instructional design in organizations

Purposes and role

Placement within the organization

Budgetary support

Working with the subject-matter expert and consultants

The subject-matter expert in different roles

Working with other consultants and team members

Legal considerations in id project management

Contracts

Government regulations

Common legal problems in training

Summary

The id process

Lean instructional design

Application

Answers

Instructional design: decisions and choices

References

Appendix a sample instructional design documentation

Appendix b a sample instructional unit

Glossary

Index