Designing effective instruction / Gary R. Morrison, Steven M. Ross, Jerrold E. Kemp, Howard K. Kalman

By: Morrison, Gary R
Contributor(s): Ross, Steven M | Kemp, Jerrold E
Material type: TextTextPublisher: Hoboken, NJ : J. Wiley, c2007Edition: 5th editionDescription: xviii, 441 p. : ill.; 24 cmISBN: 0470074264 (pbk. : alk. paper); 9780470074268 (pbk. : alk. paper)Subject(s): Instructional systems | Curriculum planningDDC classification: 371.3
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371.3 MOR. 1 (Browse shelf) Available 0009751

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

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