000			03733cam a2200325 a 4500
999			_c85 _d85
001			14467664
003			OSt
005			20210122115134.0
008			060726s2007 njuab b 001 0 eng
010			_a 2006024611
020			_a0470074264 (pbk. : alk. paper)
020			_a9780470074268 (pbk. : alk. paper)
035			_a(OCoLC)ocm70883063
035			_a(OCoLC)70883063
040			_aBUL _cBUL _dBUL _beng
082	0	0	_a371.3 _222 _bMOR.
100	1		_aMorrison, Gary R.
245	1	0	_aDesigning effective instruction / _cGary R. Morrison, Steven M. Ross, Jerrold E. Kemp, Howard K. Kalman
250			_a5th edition
260			_aHoboken, NJ : _bJ. Wiley, _cc2007.
300			_axviii, 441 p. : _bill.; _c24 cm.
500			_aChapter 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.
504			_aGlossary : p. 429 - 433 . _ Index : p. 435 - 441
650		0	_aInstructional systems
650		0	_aCurriculum planning.
700	1		_aRoss, Steven M.,
700	1		_aKemp, Jerrold E.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cBO _e5th edition _h371.3 _i1 _kMOR. _m371.3 MOR.