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.