The essentials of instructional design: connecting fundamental principles with process and practice
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Edition: | 2 ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XVIII, 216 S. Ill. |
| ISBN: | 9780135084229 0135084229 |
Staff View
MARC
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| 245 | 1 | 0 | |a The essentials of instructional design |b connecting fundamental principles with process and practice |c Abbie Brown, Timothy D. Green |
| 250 | |a 2 ed. | ||
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Record in the Search Index
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|---|---|
| adam_text | IMAGE 1
BRIEF CONTENTS
PREFACE XV ACKNOWLEGMENTS XVII ABOUT THE AUTHORS XVIII
PART 1 BEFORE YOU BEGIN DESIGNING
INSTRUCTION 1 CHAPTER 1 CHAPTER 2 THE DISCIPLINE OF INSTRUCTIONAL DESIGN
2
UNDERSTANDING HOW PEOPLE THINK AND LEARN 21
VI
PART2 EXAMINING THE SITUATION: NEEDS, TASK,
AND LEARNER ANALYSES 39 CHAPTER 3 NEEDS ANALYSIS 40 CHAPTER 4
TASKANALYSIS 56
CHAPTER 5 ANALYZING LEARNERS 70
PART3 CREATING INSTRUCTION: PLANNING, DESIGNING,
AND IMPLEMENTING THE INTERVENTION 87 CHAPTER 6 INSTRUCTIONAL GOALS AND
OBJECTIVES 88 CHAPTER 7 ORGANIZING INSTRUCTION 100
CHAPTER 8 LEARNING ENVIRONMENTS AND INSTRUCTIONAL ACTIVITIES 114
PART4 EVALUATION: DETERMINING THE EFFECT
OF THE INTERVENTION 135
CHAPTER 9 EVALUATING LEARNER ACHIEVEMENT 136 CHAPTER 10 DETERMINING THE
SUCCESS OFTHE INSTRUCTIONAL DESIGN PRODUCT AND PROCESS 160
PART5 MEDIA PRODUCTION: MANAGING THE MEDIA
DEVELOPMENT PROCESS 179 CHAPTER 11 INSTRUCTIONAL MEDIA PRODUCTION
MANAGEMENT 180 CHAPTER 12 VISUAL DESIGN FOR INSTRUCTIONAL MEDIA 196
INDEX 208
IMAGE 2
CONTENTS
PREFACE XV ACKNOWLEGMENTS XVII
ABOUT THE AUTHORS XVIII
PART 1 BEFORE YOU BEGIN DESIGNING
INSTRUCTION 1
CHAPTER 1 THE DISCIPLINE OF INSTRUCTIONAL DESIGN 2 GUIDING QUESTIONS 3
CHAPTER OVERVIEW 3
WHAT IS INSTRUCTIONAL DESIGN? 4
MODELS OF INSTRUCTIONAL DESIGN/DEVELOPMENT 7 THE SYSTEMS APPROACH MODEL
FOR DESIGNING INSTRUCTION 8 KEMP, MORRLSON, AND ROSS S INSTRUCTIONAL
DESIGN PLAN 9 A SPECIAL CASE: ADDIE 10
CAVEAT 10
PRAFESSIONALLNSTRUCTIONAL DESIGN PRACTICE 11
TRADITIONAL APPROACHES (ANALYZE, DEVELOP, EVALUATE) 11
NONTRADITIONAL APPROACHES 12
ECLECTICISM AND POSTMODERN APPROACHES 13 EXAMPLE: RAPID PROTOTYPING 16
SUMMARY 18 CONNECTING PROCESS TO PRACTICE 18 KEY TERMS 3 RECOMMENDED
READING 18 REFERENCES 19
CHAPTER2 UNDERSTANDING HOW PEOPLE THINK AND LEARN 21
GUIDING QUESTIONS 22
CHAPTER OVERVIEW 22
COGNITION AND BASIC COGNITIVE FUNCTIONS 23
BASIC COGNITIVE FUNCTIONS 23 MEMORY 23 MENTAL POWER 24 SPECIFIC
COGNITIVE ABILITIES 24
EXECUTIVE ABILITIES 24 METACOGNITION 24
A HISTORICAL PERSPECTIVE ON THINKING: ABRIEF HISTORY 24
A MODERN VIEW ON THINKING: THE SHIFT FRAM PHILOSOPHY TO PSYCHOLOGY 25
TWO MAJOR PERSPECTIVES 25 POSITIVISM AND INTERPRETIVISM 26
VII
IMAGE 3
VIII CONTENTS
THE BEHAVIORIST PERSPECTIVE 26 THE COGNITIVIST PERSPECTIVE 27
TWO MORE RECENT PERSPECTIVES 27 CONSTAUCTIVISM 27 POSTMODERNISM 28
AN INSTRUCTIONAL DESIGNER S VIEW ON THINKING 28
WHAT IS LEARNING? 28
TWO MAJOR (AND VERY DIFFERENT) APPROACHES TO HOW PEOPLE LEARN 29
A BEHAVIORAL APPROACH TO LEARNING 29 THE ROLE OF THE LEARNER 31
A COGNITIVIST APPROACH TO LEARNING 31 THE ROLE OF THE LEARNER 31 WHAT IS
LEARNED? 31
A CONSTRUCTIVIST APPROACH TO LEARNING 31
USING VARIOUS APPROACHES TO LEARNING 32
TYPES OF LEARNING 32
COGNITIVE DOMAIN 33
AFFECTIVE DOMAIN 33
PSYCHOMOTOR DOMAIN 34
SUMMARY 34 CONNECTING PROCESS TO PRACTICE 35 KEY TERMS 22 *
RECOMMENDED READING 35 REFERENCES 36
PART 2 EXAMINING THE SITUATION: NEEDS, TASK,
AND LEARNER ANALYSES 39
CHAPTER 3 NEEDS ANALYSIS 40 GUIDING QUESTIONS 41 CHAPTER OVERVIEW 41
NEEDS ANALYSIS: AN OVERVIEW 42
NEEDS ANALYSIS QUESTIONS 42
FORMAL AND INFORMAL NEEDS ANALYSIS 42
POPULAR APPROACHES TO NEEDS ANALYSIS 43
NEEDS ANALYSIS PROCEDURE 50
DETERMINING THE DESIRED CHANGE 50
THE REQUEST FOR THE DESIRED CHANGE 51
IMPLEMENTATION LOCATION OFTHE DESIRED CHANGE 51
THE INTERVENTION 51
EVALUATING THE SUCCESS OF A NEEDS ANALYSIS 52
IMAGE 4
NEEDS ANALYSIS AND THE INSTRUCTIONAL DESIGN PROCESS 53
SUMMARY 53 CONNECTING PROCESS TO PRACTICE 54 KEY TERMS 41 RECOMMENDED
READINGS 54 REFERENCES 55
CHAPTER 4 TASKANALYSIS 56
GUIDING QUESTIONS 57
CHAPTER OVERVIEW 57
WHAT IS TASK ANALYSIS? 58
POPULAR APPROACHES TO TASK ANALYSIS 59
TASK ANALYSIS PROCEDURES 62
INVOLVING A SUBJEET MATTER EXPERT 63
TASK ANALYSIS DOCUMENTS 63
INFLUENCING FACTORS 63
EVALUATING THE SUCCESS OF A TASK ANALYSIS 66
TASK ANALYSIS AND THE INSTRUCTIONAL DESIGN PROCESS 67
SUMMARY 68 CONNECTING PROCESS AND PRACTICE 68 KEY TERMS 57
RECOMMENDED READING 68 REFERENCES 69
CHAPTER 5 LEARNERANALYSIS 70
GUIDING QUESTIONS 71 CHAPTER OVERVIEW 71
ANALYZING LEARNERS 72
HUMAN NEEDS 73
CAPTIVE AUDIENCE OR WILLING VOLUNTEERS? 74
LEARNING STYLES 74
UNIVERSAL DESIGN FOR EDUCATION 75
USER-CENTERED DESIGN 75
POPULAR APPROACHES TO ANALYZING LEARNERS 76
LEARNER ANALYSIS PROCEDURES 81
CHARTING LEARNER CHARACTERISTICS DATA 81
CREATING A FICTITIOUS PROFILE OF THE TYPICAL LEARNER 82
EVALUATING THE SUCCESS OF A LEARNER ANALYSIS 82
LEARNER ANALYSIS AND THE INSTRUCTIONAL DESIGN PROCESS 83
SUMMARY 84 CONNECTING PROCESS TO PRACTICE 84 KEY TERMS 71 RECOMMENDED
READING 85 REFERENCES 85
CONTENTS IX
IMAGE 5
X CONTENTS
PART 3 CREATING INSTRUCTION: PLANNING, DESIGNING,
AND IMPLEMENTING THE INTERVENTION 87
CHAPTER 6 INSTRUCTIONAL GOALS AND OBJECTIVES 88 GUIDING QUESTIONS 89
CHAPTER OVERVIEW 89
INSTRUCTIONAL GOALS AND OBJECTIVES 90
THE DIFFERENEE BETWEEN GOALS AND OBJEETIVES 90
POPULAR APPROACHES TO SETTING GOALS AND OBJEETIVES 91
SETTING GOALS 92
TRANSLATING GOALS INTO OBJECTIVES 94
EVALUATING THE SUCCESS OF SETTING GOALS AND OBJECTIVE SPECIFICATIONS 96
GOALS AND OBJECTIVES AND THE INSTRUCTIONAL DESIGN PROCESS 97
SUMMARY 98 CONNECTING PROCESS TO PRACTICE 98 KEY TERMS 89 RECOMMENDED
READING 99 REFERENCES 99
CHAPTER 7 ORGANIZING INSTRUCTION 100
GUIDING QUESTIONS 101
CHAPTER OVERVIEW 101
SCOPE AND SEQUENCE 102
LEVELS OF ORGANIZATION: MAERO, MIERO, VERTIEAL, AND HORIZONTAL 103
ORGANIZATIONAL STRUETURES: CONTENT AND MEDIA 103
THE EVENTS OF INSTRUCTION 103
THE CONTINUUM OF LEARNING EXPERIENEES 105
METHODS OF DELIVERY 107
CLASSROOM TEAEHING 107
PROGRAMMED INSTRUETION 108
DISTANEE EDUEATION 108
TWO CATEGORIES OF INSTRUETIONAL DELIVERY 109
THE HIDDEN CURRICULUM 110
INSTRUCTIONAL ACTIVITIES IN NON-EDUCATIONAL SITUATIONS 110
JOB-AIDS 110
USING ORGANIZATION TO IMPROVE INSTRUCTION 111
ORGANIZING INSTRUETION AND THE INSTRUETIONAL DESIGN PROCESS 111
SUMMARY 112 CONNECTING PROCESS TO PRACTICE 112 KEY TERMS 101
RECOMMENDED READING 113 REFERENCES 113
IMAGE 6
CHAPTER8 LEARNINGENVIRONMENTS ANDINSTRUCTIONALACTIVITIES 114
GUIDING OUESTIONS 115 CHAPTER OVERVIEW 115
DEVELOPING INSTRUCTION 115
TEACHING THE WAY WE WERE TAUGHT 117
LEARNING ENVIRONMENTS 117
FOUR PERSPECTIVES ON THE DESIGN OF LEARNING ENVIRONMENTS 117
DIRECTED AND OPEN-ENDED LEARNING ENVIRONMENTS 118
INSTRUCTIONAL ACTIVITIES 121
PROBLEM-BASED LEARNING 121
SIMULATIONS AND GAMES 121
INSTRUCTIONAL GAMES 122
JUST-IN-TIME TEACHING 123
RESEARCH SUPPORT FOR INSTRUCTIONAL PRACTICES 123
ACTIVITIES BASED ON PROVEN EFFECTIVE PRACTICES 125
IDENTIFYING SIMILARITIES AND DIFFERENCES 125
CLASSIFYING 125
SUMMARIZING AND NOTE-TAKING 127
REINFORCING EFFORT AND PROVIDING RECOGNITION 128
REWARDS AND SYMBOLS OF RECOGNITION 128
HOMEWORK AND PRACTICE 128
NONLINGUISTIC REPRESENTATIONS 129
COOPERATIVE LEARNING 130
SETTING OBJECTIVES AND PROVIDING FEEDBACK 130
GENERATING AND TESTING HYPOTHESES 131
QUESTIONS, CUES, AND ADVANCE ORGANIZERS 132
LEARNING ENVIRONMENTS, INSTRUCTIONAL ACTIVITIES, AND THE INSTRUCTIONAL
DESIGN PROCESS 133
SUMMARY 133 CONNECTING PROCESS TO PRACTICE 133 KEY TERMS 115
RECOMMENDED READING 134 REFERENCES 134
PART4 EVALUATION: DETERMINING THE EFFECT
OF THE INTERVENTION 135
CHAPTER9 EVALUATINGLEARNERACHIEVEMENT 136 GUIDING OUESTIONS 137 CHAPTER
OVERVIEW 137
CONTENTS . XI
IMAGE 7
XII CONTENTS
EVALUATION, ASSESSMENT, AND MEASUREMENT 138
PURPOSE OF EVALUATION 138
THE GOAL OF LEANER EVALUATION 139
DEVELOPING LEARNER EVALUATIONS 139
VALIDITY AND RELIABILITY 139
CRITERION-REFERENCED AND NORM-REFERENCED: SIMPLIFIED 141
STARTING WITH THE INSTRUCTIONAL OBJECTIVES 141 INSTRUCTIONAL OSJECTIVES
AND INSTRUCTIONAL OUTCOMES 142 A CHANGE IN KNOWLEDGE 142
TEST DEVELOPMENT PLAN 143
DEVELOPING OBJECTIVE TEST ITEMS 144
CONSTRUCTED-RESPONSE TESTS 146 A CHANGE IN SKILL 147 A CHANGE IN
ATIITUDE 152
CONDUCTING A LEARNER EVALUATION 153
PRE-INSTRUCTION 154
DURING INSTRUCTION 154
POST-!NSTRUCTION155
FORMATIVE AND SUMMATIVE EVALUATION 155
BRAIN-BASED ASSESSMENT 155
A SUCCESSFUL LEARNER EVALUATION 156
AN INSTRUETIONAL DESIGNER S ROLE 157
EVALUATING LEARNER ACHIEVEMENT AND THE INSTRUCTIONAL DESIGN PROCESS 157
SUMMARY 158 CONNECTING PROCESS TO PRACTICE 158 KEY TERMS 137
RECOMMENDED READING 159 REFERENCES 159
CHAPTER10 DETERMININGTHE SUCCESS 01 THE INSTRUCTIONALDESIGNPRODUCT
AND PROCESS 160 GUIDING QUESTIONS 161
CHAPTER OVERVIEW 161
FORMATIVE AND SUMMATIVE EVALUATION 161
FORMATIVE EVALUATION 162
APPROACHES TO FORMATIVE EVALUATION 162
RAPID PROTOTYPING AND USABILITY TESTING 166
DESIGNING AND CONDUCTING A FORMATIVE EVALUATION 168
SUMMATIVE EVALUATION 168
IMAGE 8
APPROACHES TO SUMMATIVE EVALUATION 169
DESIGNING AND CONDUCTING A SUMMATIVE EVALUATION 173
GROUP PROCESSING: EVALUATING THE INSTRUCTIONAL DESIGN TEAM 174
PRODUCT AND PROCESS EVALUATION AND THE INSTRUCTIONAL DESIGN PROCESS 175
SUMMARY 176 CONNECTING PROCESS TO PRACTICE 177 KEY TERMS 161
RECOMMENDED READING 177 REFERENCES 177
PART5 MEDIA PRODUCTION: MANAGING THE MEDIA
DEVELOPMENT PROCESS 179
CHAPTER11 INSTRUCTIONALMEDIA PRODUCTIONMANAGEMENT 180 GUIDING QUESTIONS
181 CHAPTER OVERVIEW 181
THE PRODUCTION PROCESS 182
ORGANIZING A PRODUCTION TEAM 182
PRODUCTION MANAGEMENT 184
THE MEDIA PRODUCTION TRIANGLE: LIME, RESOURCES AND QUALITY 184
PLANNING FOR SUCCESS: THE PRODUCTION CALENDAR 185 WHEN A SIMPLE CALENDAR
IS NOT ENOUGH: GANTI, PERT AND CPM CHARTS 187
STYLE AND TECHNICAL GUIDES 187
STORYBOARDS 188
PROTOTYPING 190
COMMUNICATION AND CONFLICT RESOLUTION 190
WATCH OUT FOR COWBOYS 191
LIPS FOR SUCCESSFUL TEAMWORK 192
EVALUATING THE PRODUCT 192
USABILITY TESTING 193
MISSION CREEP 193
FINAL THOUGHTS 193
MEDIA PRODUCTION MANAGEMENT AND THE INSTRUCTIONAL DESIGN PROCESS 194
SUMMARY 194 CONNECTING PROCESS TO PRACTICE 795 KEY TERMS 181
RECOMMENDED READING 195
REFERENCES 195
CONTENTS XIII
IMAGE 9
XIV CONTENTS
CHAPTER12 VISUALDESIGNFOR INSTRUCTIONALMEDIA 196
GUIDING QUESTIONS 197 CHAPTER OVERVIEW 197
WHY INSTRUCTIONAL DESIGNERS NEED TO LEAM ABOUT VISUAL DESIGN 198
BASIC PRINCIPLES OF VISUAL DESIGN 199
ALIGNMENT 199
CONTRAST 199
REPETITION 200
PROXIMITY 200
VISUAL DESIGN TIPS 201
TYPE 201
COLOR 203
SELECTING THE BEST TEXT AND BACKGROUND COLORS 203
EVALUATION 204
AN EXAMPLE 204
FINAL THOUGHTS 205
VISUAL DESIGN AND THE INSTRUCTIONAL DESIGN PROCESS 206
SUMMARY 206 CONNECTING PROCESS TO PRACTICE 207 KEY TERMS 197
RECOMMENDED READING 207 REFERENCES 207
INDEX 208
|
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| id | DE-604.BV036868026 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:49:47Z |
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| isbn | 9780135084229 0135084229 |
| language | English |
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| owner_facet | DE-29 DE-20 |
| physical | XVIII, 216 S. Ill. |
| publishDate | 2011 |
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| publisher | Pearson |
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| spelling | Brown, Abbie H. Verfasser aut The essentials of instructional design connecting fundamental principles with process and practice Abbie Brown, Timothy D. Green 2 ed. Boston ; Munich [u.a.] Pearson 2011 XVIII, 216 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Instructional systems Design Internet (DE-588)4308416-3 gnd rswk-swf Lehrmittel (DE-588)4074111-4 gnd rswk-swf Internet (DE-588)4308416-3 s Lehrmittel (DE-588)4074111-4 s DE-604 Green, Timothy D. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020783650&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Brown, Abbie H. Green, Timothy D. The essentials of instructional design connecting fundamental principles with process and practice Instructional systems Design Internet (DE-588)4308416-3 gnd Lehrmittel (DE-588)4074111-4 gnd |
| subject_GND | (DE-588)4308416-3 (DE-588)4074111-4 |
| title | The essentials of instructional design connecting fundamental principles with process and practice |
| title_auth | The essentials of instructional design connecting fundamental principles with process and practice |
| title_exact_search | The essentials of instructional design connecting fundamental principles with process and practice |
| title_full | The essentials of instructional design connecting fundamental principles with process and practice Abbie Brown, Timothy D. Green |
| title_fullStr | The essentials of instructional design connecting fundamental principles with process and practice Abbie Brown, Timothy D. Green |
| title_full_unstemmed | The essentials of instructional design connecting fundamental principles with process and practice Abbie Brown, Timothy D. Green |
| title_short | The essentials of instructional design |
| title_sort | the essentials of instructional design connecting fundamental principles with process and practice |
| title_sub | connecting fundamental principles with process and practice |
| topic | Instructional systems Design Internet (DE-588)4308416-3 gnd Lehrmittel (DE-588)4074111-4 gnd |
| topic_facet | Instructional systems Design Internet Lehrmittel |
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