Designing effective instruction / (Record no. 85)

MARC details
000 -LEADER
fixed length control field 03733cam a2200325 a 4500
001 - CONTROL NUMBER
control field 14467664
003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20210122115134.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 060726s2007 njuab b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number 2006024611
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 0470074264 (pbk. : alk. paper)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9780470074268 (pbk. : alk. paper)
035 ## - SYSTEM CONTROL NUMBER
System control number (OCoLC)ocm70883063
035 ## - SYSTEM CONTROL NUMBER
System control number (OCoLC)70883063
040 ## - CATALOGING SOURCE
Original cataloging agency BUL
Transcribing agency BUL
Modifying agency BUL
Language of cataloging eng
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 371.3
Edition number 22
Item number MOR.
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Morrison, Gary R.
245 10 - TITLE STATEMENT
Title Designing effective instruction /
Statement of responsibility, etc. Gary R. Morrison, Steven M. Ross, Jerrold E. Kemp, Howard K. Kalman
250 ## - EDITION STATEMENT
Edition statement 5th edition
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Hoboken, NJ :
Name of publisher, distributor, etc. J. Wiley,
Date of publication, distribution, etc. c2007.
300 ## - PHYSICAL DESCRIPTION
Extent xviii, 441 p. :
Other physical details ill.;
Dimensions 24 cm.
500 ## - GENERAL NOTE
General note Chapter one: Introduction to the instructional design process<br/>Questions to consider?<br/>Why instructional design?<br/>What is instructional design?<br/>Premises underlying the instructional design process<br/>Overview of our design model<br/>etc.<br/><br/>Chapter Two: Identifying the need for instruction<br/>Getting started<br/>Questions to consider<br/>Is instruction the answer?<br/>Needs assessment<br/>Goal analysis<br/>etc.<br/><br/>Chapter Three: Learner and contextual analysis<br/>Getting started <br/>Questions to consider<br/>Types of learner characteristics<br/>Contextual analysis<br/>etc.<br/><br/>Chapter Four: Task analysis<br/>Task analysis<br/>Topic analysis<br/>Procedural analysis<br/>The critical incident method<br/>etc.<br/><br/>Chapter Five: Instructional objectives<br/>Getting started<br/>Questions to consider<br/>Function objectives<br/>Three objective domains<br/>Developing instructional objectives<br/>etc.<br/><br/>Chapter Six: Designing the instruction: Sequencing<br/>Getting started<br/>Questions to consider<br/>The posner and strike sequencing schemes<br/>Elaboration theory sequencing<br/>etc.<br/><br/>Chapter Seven: Designing the instruction: Strategies <br/>Getting started <br/>Questions to consider<br/>Why instructional strategies?<br/>Prescriptions for instructional strategies<br/>etc.<br/><br/>Chapter Eight: Designing the instructional message<br/>Getting started<br/>Questions to consider<br/>Preinstructional strategies<br/>Message design for text<br/>etc.<br/><br/>Chapter Nine: Developing instructional materials<br/>Getting started <br/>Questions to consider<br/>Starting the development of instruction<br/>Heuristics for developing instruction<br/>Putting pen to paper or fingers to keyboard<br/>etc.<br/><br/>Chapter Ten: The many faces of evaluation<br/>Getting started<br/>Questions to consider<br/>Purposes of evaluation<br/>Relationship among formative, summative, and confirmative evaluations<br/>etc.<br/><br/>Chapter Eleven: Developing evaluation instruments<br/>Getting started<br/>Questions to consider<br/>Testing Knowledge<br/>Testing skills and behaviour<br/>etc.<br/><br/>Chapter Twelve: Conducting formative and summative evaluations<br/>Getting started<br/>Questions to consider<br/>A basic model for formative evaluation<br/>Types of formative evaluation<br/>etc.<br/><br/>Chapter Thirteen: Learning theory and instructional theory<br/>Getting started <br/>Questions to consider<br/>Introduction<br/>Learning theory<br/>Application<br/>etc.<br/><br/>Chapter Fourteen: The role of instructional designer at work<br/>Getting started <br/>Questions to consider<br/>Instructional design in an organization<br/>The nature of design<br/>Working with the subject-matter expert and consultants<br/>etc.<br/><br/>Chapter Fifteen: Planning for instructional implementation<br/>Getting started<br/>Questions to consider<br/>Planned change<br/>The Cler model<br/>Planning the implementation with the Cler model<br/>etc.<br/><br/><br/>
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note Glossary : p. 429 - 433 . _ Index : p. 435 - 441
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Instructional systems
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Curriculum planning.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Ross, Steven M.,
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Kemp, Jerrold E.
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a 7
b cbc
c orignew
d 1
e ecip
f 20
g y-gencatlg
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Dewey Decimal Classification
Koha item type Book Open Access
Edition 5th edition
Classification part 371.3
Item part 1
Call number prefix MOR.
Call number suffix 371.3 MOR.
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Date acquired Source of acquisition Inventory number Total Checkouts Full call number Barcode Date last seen Copy number Price effective from Koha item type
    Dewey Decimal Classification     Engineering Library Engineering Library 01/21/2021 Purchased 0009751   371.3 MOR. 1 BUML23070532 01/21/2021 1 01/21/2021 Book Closed Access