The systematic design of instruction:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
Pearson A and B
2005
|
| Ausgabe: | 6. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XX, 376 S. graph. Darst. |
| ISBN: | 0205412742 |
Internformat
MARC
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| 245 | 1 | 0 | |a The systematic design of instruction |c Walter Dick ; Lou Carey ; James O. Carey |
| 250 | |a 6. ed. | ||
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Datensatz im Suchindex
| _version_ | 1804133009731878912 |
|---|---|
| adam_text | Titel: The systematic design of instruction
Autor: Dick, Walter
Jahr: 2005
CONTENTS
Preface xvii
To the Instructor xix
chapter 1
Introduction to Instructional Design 1
The Dick and Carey Systems Approach Model for Designing Instruction 1
Components of the Systems Approach Model 6
Identify Instructional Goal(s) 6
Conduct Instructional Analysis 6
Analyze Learners and Contexts 6
Write Performance Objectives 6
Develop Assessment Instruments 6
Develop Instructional Strategy 7
Develop and Select Instructional Materials 7
Design and Conduct Formative Evaluation of Instruction 7
Revise Instruction 7
Design and Conduct Summative Evaluation 8
Using the Systems Approach Model 8
Why Use the Systems Approach? 8
For Which Instructional Delivery System
Is the Systems Approach Appropriate? 9
Does the Use of the Systems Approach Imply
that All Instruction Will Be Individualized? 9
Who Should Use the Systems Approach? 10
A Note to Students 11
References and Recommended Readings 12
chapter 2
Conducting Front-End Analysis
to Identify Instructional Goal(s) 14
Objectives 14
Background 15
Concepts 17
Performance Analysis 18
VI Contents
Needs Assessment 20
Job Analysis 22
Clarifying Instructional Goals 24
Learners, Context, and Tools 25
Criteria for Establishing Instructional Goals 26
Examples 27
Providing Customer Service 27
Case Study: Group Leadership Training 30
Leading Group Discussions 21
Summary 33
Practice 34
Feedback 35
References and Recommended Readings 36
chapter 3
Conducting a Goal Analysis 38
Objectives 38
Background 39
Concepts 40
Verbal Information 41
Intellectual Skills 41
Psychomotor Skills 42
Attitudes 43
Cognitive Strategies 43
Goal Analysis Procedures 44
Analysis of Substeps 47
More Suggestions for Identifying Steps within a Goal 49
Examples 50
Intellectual Skills Goals 50
Psychomotor Skills Goals 52
Attitudinal Goals 53
Verbal Information Goals 53
Typical First Approach to Goal Analysis 54
Case Study: Group Leadership Training 5 5
Summary 56
Practice 56
Feedback 56
References and Recommended Readings 59
Contents vii
chapter 4
Identifying Subordinate Skills and Entry Behaviors 60
Objectives 60
Background 61
Concepts 62
Hierarchical Approach 62
Procedural Analysis 67
Cluster Analysis 68
Subordinate Skills Analysis Techniques for Attitude Goals 69
Combining Instructional Analysis Techniques 69
Instructional Analysis Diagrams 71
Entry Behaviors 73
The Tentativeness of Entry Behaviors 76
Examples 77
Subordinate Skills Analysis of a Goal That
Requires Both Intellectual Skills and Verbal Information 77
Subordinate Skills Analysis of a Psychomotor Skill 79
Subordinate Skills Analysis of an Attitudinal Goal 81
Identification of Entry Behaviors 83
Case Study: Gtoup Leadership Training 85
Hierarchical Analysis of an Intellectual Skill 85
Cluster Analysis for Verbal Information Subordinate Skills 87
Identification of Entry Behaviors 87
Summary 91
Practice 91
Feedback 93
References and Recommended Readings 94
chapter 5
Analyzing Learners and Contexts 98
Objectives 98
Background 99
Concepts 100
Learner Analysis 100
Collecting Data for Learner Analysis 103
Analysis of Performance Context 103
viii Contents
Collecting Data for Performance Context Analysis 104
Analysis of Learning Context 105
Collecting Data for Learning Context Analysis 100
Public School Contexts 107
Evaluation and Revision of the Instructional Analysis 107
Examples 108
Case Study: Croup Leadership Training 109
Learner Analysis 110
Performance Context Analysis 110
Learning Context Analysis 111
Summary 117
Practice 118
Feedback 118
References and Recommended Readings 121
chapter 6
Writing Performance Objectives 122
Objectives 122
Background 123
Concepts 125
Performance Objective 125
Components of an Objective 126
Derivation of Behaviors 126
Derivation of Conditions 127
Derivation of Criteria 130
Process for Writing Objectives 131
Evaluation of Objectives 132
The Function of Objectives 133
Examples 134
Psychomotor Skills 134
Attitudes 134
Case Study: Group Leadership Training 137
Verbal Information and Intellectual Skills 137
Summary 140
Practice 140
Feedback 142
References and Recommended Readings 142
Contents IX
chapter 7
Developing Assessment Instruments 144
Objectives 144
Background 145
Concepts 146
Four Types of Criterion-Referenced Tests and Their Uses 146
Designing a Test 149
Determining Mastery Levels 150
Writing Test Items 151
Setting Mastery Criteria 154
Types of Items 154
Sequencing Items 156
Writing Directions 156
Evaluating Tests and Test Items 156
Developing Instruments to Measure
Performances, Products, and Attitudes 157
Using Portfolio Assessments 162
Evaluating Congruence in the Design Process 163
Examples 165
A Checklist for Evaluating Motor Skills 165
Instrument for Evaluating Behaviors Related to Attitudes 167
Case Study: Group Leadership Training 169
Test Items for Verbal Information and Intellectual Skills 169
Materials for Evaluating the Design 169
Summary 173
Practice 174
Feedback 176
References and Recommended Readings 180
chapter 8
Developing an Instructional Strategy 182
Objectives 182
Background 183
Concepts 184
Selection of Delivery System 184
Content Sequence and Clustering 186
Learning Components of Instructional Strategies 189
Learning Components for Learners of Different Maturity and Ability Levels 198
Learning Components for Various Learning Outcomes 198
Learning Components for Constructivist Strategies 207
Student Groupings 207
Selection of Media and Delivery Systems 209
Examples 212
The Process of Developing an Instructional Strategy 212
Evaluating an Instructional Strategy 215
Case Study: Group Leadership Training 216
Sequence and Cluster Objectives 216
Plan Preinstructional, Assessment, and Follow-Through Activities 217
Plan Content Presentation and Student Participation 219
Assign Objectives to Lessons 219
Consolidate Media Selection and Confirm or Select Delivery System 224
Summary 226
Practice 226
Feedback 227
References and Recommended Readings 234
chapter 9
Developing Instructional Materials 236
Objectives 236
Background 237
Concepts 238
The Delivery System and Media Selections 238
Components of an Instructional Package 241
Selecting Existing Instructional Materials 242
The Designer s Role in Material Development and Instructional Delivery 243
Developing Instructional Materials for Formative Evaluation 248
Examples 250
Beginning the Development Process 250
Steps in the Development of Instruction 251
Case Study: Group Leadership Training 252
Preinstructional Activities 252
Content Presentation 256
Learner Participation 257
Summary 264
Practice 265
Feedback 265
References and Recommended Readings 274
Contents xi
chapter 10
Designing and Conducting Formative Evaluations 276
Objectives 276
Background 277
Concepts 278
Designing Formative Evalations 279
Role of Subject-Matter, Learning, and
Learner Specialists in Formative Evaluation 282
One-to-One Evaluation with Learners 282
Small-Group Evaluation 288
Field Trial 290
Formative Evaluation in the Performance Context 292
Formative Evaluation of Selected Materials 294
Formative Evaluation of Instructor-Led Instruction 295
Data Collection for Selected Materials and Instructor-Led Instruction 295
Concerns Influencing Formative Evaluation 296
Problem Solving during Instructional Design 298
Examples 299
Formative Evaluation Activities 299
Case Study: Group Leadership Training 304
Formative Evaluation Procedures for Assessing
Achievement of the Instructional Goal 304
One-to-One Formative Evaluation 304
Small-Group Formative Evaluation 305
Instruments for Assessing Learners Attitudes about Instruction 307
Summary 309
Practice 310
Feedback 311
References and Recommended Readings 313
chapter 11
Revising Instructional Materials 314
Objectives 314
Background 315
Concepts 316
Analyzing Data from One-to-One Trials 316
Analyzing Data from Small-Group and Field Trials 317
Xii Contents
Revision Process 323
Revising Selected Materials and Instructor-Led Instruction 324
Examples 325
Case Study: Croup Leadership Training 325
Summarizing Item-by-Objective Data across Tests 326
Summarizing and Analyzing Data across Tests 328
Summarizing Attitudinal Data 329
Determining How to Revise Instruction 332
Summary 334
Practice 334
Feedback 335
References and Recommended Readings 337
chapter 12
Designing and Conducting Summative Evaluations 338
Objectives 338
Background 339
Concepts 340
Expert Judgment Phase of Summative Evaluation 342
Field Trial Phase of Summative Evaluation 346
Comparison of Formative and Summative Evaluations 349
Examples 351
Data Summary Form for the Congruence Analysis 351
Checklist for Content Analysis: Evaluating
the Completeness and Accuracy of Materials 352
Checklists for Design Analysis: Evaluating the
Learning and Instructional Strategies in Materials 353
Form for Utility and Feasibility Analysis: Expert Judgment 357
Form for Current Users Analysis 358
Summary 359
Practice 360
Feedback 360
References and Recommended Readings 361
Glossary of Terms 3 63
Index 369
|
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| title | The systematic design of instruction |
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| title_full | The systematic design of instruction Walter Dick ; Lou Carey ; James O. Carey |
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