Designing effective instruction /
Morrison, Gary R.
Designing effective instruction / Gary R. Morrison, Steven M. Ross, Jerrold E. Kemp, Howard K. Kalman - 5th edition - Hoboken, NJ : J. Wiley, c2007. - xviii, 441 p. : ill.; 24 cm.
Chapter one: Introduction to the instructional design process
Questions to consider?
Why instructional design?
What is instructional design?
Premises underlying the instructional design process
Overview of our design model
etc.
Chapter Two: Identifying the need for instruction
Getting started
Questions to consider
Is instruction the answer?
Needs assessment
Goal analysis
etc.
Chapter Three: Learner and contextual analysis
Getting started
Questions to consider
Types of learner characteristics
Contextual analysis
etc.
Chapter Four: Task analysis
Task analysis
Topic analysis
Procedural analysis
The critical incident method
etc.
Chapter Five: Instructional objectives
Getting started
Questions to consider
Function objectives
Three objective domains
Developing instructional objectives
etc.
Chapter Six: Designing the instruction: Sequencing
Getting started
Questions to consider
The posner and strike sequencing schemes
Elaboration theory sequencing
etc.
Chapter Seven: Designing the instruction: Strategies
Getting started
Questions to consider
Why instructional strategies?
Prescriptions for instructional strategies
etc.
Chapter Eight: Designing the instructional message
Getting started
Questions to consider
Preinstructional strategies
Message design for text
etc.
Chapter Nine: Developing instructional materials
Getting started
Questions to consider
Starting the development of instruction
Heuristics for developing instruction
Putting pen to paper or fingers to keyboard
etc.
Chapter Ten: The many faces of evaluation
Getting started
Questions to consider
Purposes of evaluation
Relationship among formative, summative, and confirmative evaluations
etc.
Chapter Eleven: Developing evaluation instruments
Getting started
Questions to consider
Testing Knowledge
Testing skills and behaviour
etc.
Chapter Twelve: Conducting formative and summative evaluations
Getting started
Questions to consider
A basic model for formative evaluation
Types of formative evaluation
etc.
Chapter Thirteen: Learning theory and instructional theory
Getting started
Questions to consider
Introduction
Learning theory
Application
etc.
Chapter Fourteen: The role of 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
etc.
Chapter Fifteen: Planning for instructional implementation
Getting started
Questions to consider
Planned change
The Cler model
Planning the implementation with the Cler model
etc.
Glossary : p. 429 - 433 . _ Index : p. 435 - 441
0470074264 (pbk. : alk. paper) 9780470074268 (pbk. : alk. paper)
2006024611
Instructional systems
Curriculum planning.
371.3 / MOR.
Designing effective instruction / Gary R. Morrison, Steven M. Ross, Jerrold E. Kemp, Howard K. Kalman - 5th edition - Hoboken, NJ : J. Wiley, c2007. - xviii, 441 p. : ill.; 24 cm.
Chapter one: Introduction to the instructional design process
Questions to consider?
Why instructional design?
What is instructional design?
Premises underlying the instructional design process
Overview of our design model
etc.
Chapter Two: Identifying the need for instruction
Getting started
Questions to consider
Is instruction the answer?
Needs assessment
Goal analysis
etc.
Chapter Three: Learner and contextual analysis
Getting started
Questions to consider
Types of learner characteristics
Contextual analysis
etc.
Chapter Four: Task analysis
Task analysis
Topic analysis
Procedural analysis
The critical incident method
etc.
Chapter Five: Instructional objectives
Getting started
Questions to consider
Function objectives
Three objective domains
Developing instructional objectives
etc.
Chapter Six: Designing the instruction: Sequencing
Getting started
Questions to consider
The posner and strike sequencing schemes
Elaboration theory sequencing
etc.
Chapter Seven: Designing the instruction: Strategies
Getting started
Questions to consider
Why instructional strategies?
Prescriptions for instructional strategies
etc.
Chapter Eight: Designing the instructional message
Getting started
Questions to consider
Preinstructional strategies
Message design for text
etc.
Chapter Nine: Developing instructional materials
Getting started
Questions to consider
Starting the development of instruction
Heuristics for developing instruction
Putting pen to paper or fingers to keyboard
etc.
Chapter Ten: The many faces of evaluation
Getting started
Questions to consider
Purposes of evaluation
Relationship among formative, summative, and confirmative evaluations
etc.
Chapter Eleven: Developing evaluation instruments
Getting started
Questions to consider
Testing Knowledge
Testing skills and behaviour
etc.
Chapter Twelve: Conducting formative and summative evaluations
Getting started
Questions to consider
A basic model for formative evaluation
Types of formative evaluation
etc.
Chapter Thirteen: Learning theory and instructional theory
Getting started
Questions to consider
Introduction
Learning theory
Application
etc.
Chapter Fourteen: The role of 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
etc.
Chapter Fifteen: Planning for instructional implementation
Getting started
Questions to consider
Planned change
The Cler model
Planning the implementation with the Cler model
etc.
Glossary : p. 429 - 433 . _ Index : p. 435 - 441
0470074264 (pbk. : alk. paper) 9780470074268 (pbk. : alk. paper)
2006024611
Instructional systems
Curriculum planning.
371.3 / MOR.