Instructional-design theories and models: an overview of their current status
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Partitur Buch |
| Sprache: | English |
| Veröffentlicht: |
New York ; London
Routledge, Taylor & Francis Group
2012
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | xvi, 487 Seiten Illustrationen |
| ISBN: | 0898592755 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
About This Book xi
Suggestions for Reading This Book xiii
Foreword xv
David ft Krathwohl
UNIT I
INSTRUCTION: WHAT THE DISCIPLINE IS LIKE
1. Instructional Design: What Is It and Why Is It?
Charles M. Reigeluth
Purpose of This Chapter 4
Why Instructional Design? 5
How Does Instructional Design Relate
to Education 6
What is Instructional Design Like? 12
How Should You Read This Book? 25
History of Instructional-Design Theory 27
Advanced Topics 30
2. A Metatheory of Instruction: A Framework for Analyzing and
Evaluating Instructional Theories and Models
George L Gropper 37
Introduction 38
A Proposal for a Metatheory of Instruction 39
Characteristics of Instructional Theories
and Models 48
Summary 52
3. Descriptive and Prescriptive Theories of Learning and
instruction: An Analysis of Their Relationships and
Interactions
Lev N. Lands 55
Instructional Processes As A Particular Case of
Control (Management) Processes 56
Descriptive Theories, Prescriptive Theories, and
Programs of Instruction 59
Learning Theories and Programs: Their
Relationships With Instructional Theories
and Programs 62
Can Instructional Theories and Programs Be
Derived From Learning Theories and
Programs? 65
Regularities of Learning and Instructional
Practice 67
Two Objectives of Instruction 67
Summary 68
UNIT II
MODELS AND THEORIES OF INSTRUCTION
4. Contributions of Gagné and Briggs to a Prescriptive
Model of Instruction
Dennis T. Aronson and Leslie J. Briggs 75
Learning-Theory Background 81
Selecting Instructional Objectives and
Sequencing Instruction 85
Instructional Events 89
Instructional Media 93
Conclusion 97
Glossary 97
5. A Behavioral Approach to instructional Prescription
George L. Gropper 101
Introduction 106
Conditions 112
Treatments 124
Matching Treatments and Conditions 144
Multiple Objectives 155
Summary 159
6. The Algo-Heuristic Theory of Instruction
LevN.Landa 163
What is the Algo-Heuristic Theory of
Instruction About? 166
Building and Testing Models of Unobservable
Cognitive Processes 172
Algo-Heuristic Prescriptions as a Means of
Increasing the Efficiency of Instruction 178
Some Shortcomings of Conventional
Instruction 180
Additional Definitions 186
Some Methods of the Management and
Development of Algo-Heuristic
Processes 190
An Integrated Model of Instruction 204
Concluding Remarks and Summary 207
7. Instructional Strategies Based on the Structural Learning
Theory
Joseph M. Scandura 213
Introduction 216
A Prototypic Instructional Strategy Based on
217
224
247
Introduction 250
The Theory 257
Conclusion 276
the Structural Learning Theory
Essentials of Instructional Theory
Overview of the Structural Learning
Theory 227
8. A Cognitive Theory of Inquiry Teaching
Allan Collins and Albert L. Stevens
9. Component Display Theory
M. David Merrill
279
Introduction 282
The Performance-Content Matrix 285
Presentation Forms 305
Performance-PPF Consistency 311
Content-PPF Consistency 313
Adequacy Rules 320
Learner Control 327
Student Conscious Cognitive Processing 328
Training Materials for CDT 330
Research Support for CDT 330
10. The Elaboration Theory of Instruction
Charles M. Reigeluth and Faith S. Stein 335
Introduction 338
An Analogy 340
Strategy Components 342
The Elaboration Model 364
Variations of the Model 368
Using the Elaboration Theory 370
Support for Validity 372
Conclusion 379
11. Motivational Design of Instruction
John M. Keller 383
Introduction 386
Problems in the Study of Motivation 387
Motivation and Learning 390
Motivational-Design Model 395
interest 398
Relevance 406
Expectancy 415
Outcomes 422
Conclusions 429
III
COMMENTARY
12. Is Instructional Theory Alive and Well?
Glenn E. Snelbecker
Actual and Potential Audiences 440
Historical and Contemporary Perspectives
Observations About the Total Group of
Theories 452
Observations About Individual
Theories 456
Conclusions: Status of Instructional Theory
and Implications for Users 468
Concluding Remarks 473
437
442
Author Index
Subject Index
477
483
|
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| spellingShingle | Instructional-design theories and models an overview of their current status Unterrichtsplanung (DE-588)4117301-6 gnd Didaktik (DE-588)4070463-4 gnd Theorie (DE-588)4059787-8 gnd Unterrichtstheorie (DE-588)4136715-7 gnd Psychologie (DE-588)4047704-6 gnd Lernpsychologie (DE-588)4074166-7 gnd |
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| title | Instructional-design theories and models an overview of their current status |
| title_auth | Instructional-design theories and models an overview of their current status |
| title_exact_search | Instructional-design theories and models an overview of their current status |
| title_full | Instructional-design theories and models an overview of their current status edited by Charles M. Reigeluth |
| title_fullStr | Instructional-design theories and models an overview of their current status edited by Charles M. Reigeluth |
| title_full_unstemmed | Instructional-design theories and models an overview of their current status edited by Charles M. Reigeluth |
| title_short | Instructional-design theories and models |
| title_sort | instructional design theories and models an overview of their current status |
| title_sub | an overview of their current status |
| topic | Unterrichtsplanung (DE-588)4117301-6 gnd Didaktik (DE-588)4070463-4 gnd Theorie (DE-588)4059787-8 gnd Unterrichtstheorie (DE-588)4136715-7 gnd Psychologie (DE-588)4047704-6 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Unterrichtsplanung Didaktik Theorie Unterrichtstheorie Psychologie Lernpsychologie |
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