Instructional design

著者

• Smith, Patricia L.
• Ragan, Tillman J.

書誌事項

Instructional design

Patricia L. Smith, Tillman J. Ragan

Wiley, c2005

3rd ed

• : pbk

電子リソースにアクセスする 全1件

• Instructional design

  c2005.

  Maruzen eBook Library

注記

Includes bibliographical references and indexes

内容説明・目次

内容説明

A well-documented, theory-based treatment that focuses on instructional design's application to industry and K-12 education. Offers extensive procedural assistance, emphasizing the foundations and first principles upon which most of the models and procedures in the field are built. An Extended Example (now online) showcases applications of concepts and techniques using a single subject area and course (Digital Photography).

目次

I INTRODUCTION 1 CHAPTER 1 INTRODUCTION TO INSTRUCTIONAL DESIGN 3 Introduction 4 What Does Instructional Design Mean? 4 What is Design? 6 The Instructional Design Process 8 CHAPTER 2 FOUNDATIONS OF INSTRUCTIONAL DESIGN 17 Why Discuss Philosophy and Theory in an Instructional Design Text? 18 The Philosophical Perspectives of Instructional Design 18 What Is Theory? 23 Major Theory Bases Contributing to Instructional Design 23 II ANALYSIS AND ASSESSMENT 39 CHAPTER 3 INSTRUCTIONAL ANALYSIS: ANALYZING THE LEARNING CONTEXT 41 Overview of Analysis 42 Determining Instructional Needs 43 Describing the Learning Environment 49 Working with an Expert 52 CHAPTER 4 INSTRUCTIONAL ANALYSIS: ANALYZING THE LEARNERS 57 An Overview of Learner Analysis 58 Similarities and Differences between Learners 59 Changing Similarities 65 Significance of Types of Learner Characteristics 69 CHAPTER 5 INSTRUCTIONAL ANALYSIS: ANALYZING THE LEARNING TASK 75 Overview of Analysis of the Learning Task 76 Writing Learning Goals 77 Determining Types of Learning 78 Conducting an Information-Processing Analysis 83 Writing Learning Objectives 94 CHAPTER 6 ASSESSING LEARNING FROM INSTRUCTION 103 An Overview of Assessment of Learning from Instruction 104 Purposes of Evaluation 104 Purposes and Models of Assessment of Learners' Achievement 105 Types of Assessments 107 Characteristics of Good Assessment Instruments 108 Formats of Assessment 112 Item Specifications 116 Assessment Instrument Blueprints 121 III INSTRUCTIONAL STRATEGIES 125 CHAPTER 7 A FRAMEWORK FOR INSTRUCTIONAL STRATEGY DESIGN 127 An Overview of Instructional Strategy Concerns in Instructional Design 128 Exercise A 128 Lesson-Level Organizational Strategies 129 Lessons and Learning Environments 131 Exercise B 140 Alternatives in Locus of Information Processing 141 Supplantive and Generative Strategies of Instruction 142 Types of Learning and Instructional Strategies 143 Exercise C 146 CHAPTER 8 STRATEGIES FOR DECLARATIVE KNOWLEDGE INSTRUCTION 151 Introduction 152 A Review of Declarative Knowledge Learning 152 Cognitive Processes of Learning Declarative Knowledge 153 Conditions Supporting Declarative Knowledge Learning and Example Lessons 156 Assessment of Declarative Knowledge 167 Exercises 167 CHAPTER 9 STRATEGIES FOR INSTRUCTION LEADING TO CONCEPT LEARNING 171 A Review of Concept Learning 172 Cognitive Processes and Structures in Concept Learning 173 Essential Conditions of Learning Concepts 175 Assessment of Concept Learning 180 Exercises 181 Examples Concept Lesson 182 CHAPTER 10 STRATEGIES FOR INSTRUCTION LEADING TO LEARNING PROCEDURES 188 A Review of Learning to Apply a Procedure 189 Cognitive Processes Involved in the Learning of Procedures 190 Conditions Supporting the Learning of Procedures 190 Asessment of Procedure Learning 197 Example Procedure Learning Lesson 198 Exercises 202 CHAPTER 11 STRATEGIES FOR INSTRUCTION LEADING TO PRINCIPLE LEARNING 204 A Review of Principle Learning 205 Exercises 206 Cognitive Processes of Learning Principles 206 Conditions Supporting Learning Principles 207 Assessment of Principle Application 211 Example Principle Application Lesson 212 CHAPTER 12 STRATEGIES FOR PROBLEM-SOLVING INSTRUCTION 217 A Review of Problem-Solving Learning 218 Cognitive Requirements of Problem-Solving Learning 219 Problem-Solving Task-Analysis 222 The Differences between Expert and Novice Problem Solvers 222 Instructional Events for a Problem-Solving Lesson 223 Assessment of Problem Solving Learning 227 Macrostrategies for Problem-Solving Instruction 228 Example Problem Solving Lesson 234 Exercise 237 CHAPTER 13 STRATEGIES FOR COGNITIVE STRATEGY INSTRUCTION 243 A Review of Cognitive Strategy Learning 244 Cognitive Requirements of Cognitive Strategy Learning 246 General Approaches to Teaching Cognitive Strategies 247 Events of Instruction for Teaching Cognitive Strategies 248 Impediments to Strategy Use 253 Assessment of Cognitive Strategy Learning 254 Exercise 255 CHAPTER 14 STRATEGIES FOR ATTITUDE LEARNING 259 Introduction 260 Instruction for Attitude Objectives 260 Exercise A 260 A Review of Attitude Learning 262 Exercise B 265 Example Attitude Lesson 265 Instructional Conditions for Attitude Objectives 265 Assessment of Attitude Learning 266 CHAPTER 15 STRATEGIES FOR PSYCHOMOTOR SKILL LEARNING 272 Introduction 273 A Review of Psychomotor Learning 273 Exercise A 275 Critical Elements of Psychomotor Skills 275 Exercise B 277 A General Procedure for Teaching Psychomotor Skills 279 Assessment of Psychomotor Skill Learning 281 CHAPTER 16 MACRO STRATEGIES: INTEGRATION OF TYPES OF LEARNING 285 Introduction 286 Curriculum Sequencing Structures 286 Exercise A 290 Integrative Curriculum Tools and Concepts 290 Alternative Views of Curriculum Design 293 Technology's Assistance to Integrated Curriculum Designs 295 Prescriptions for Curriculum Design 296 Exercise B 296 IV IMPLEMENTATION ,MANAGEMENT,AND EVALUATION 301 CHAPTER 17 IMPLEMENTATION 303 Overview of Implementation 304 What is Implementation? 304 What is the Role of Implementation in Instructional Design? 304 Importance of Considering Implementation 305 Timing of Implementation 305 Stages of the Adoption Process 305 Principles for Encouraging Implementation 306 An Approach to Facilitating Implementation: CBAM 307 Fidelity of Implementation 308 Adoption, Adaptation, and Integration 308 Embodiment as Implementation 309 Exercises 309 CHAPTER 18 MANAGEMENT OF INSTRUCTION 312 Overview of Management of Instruction 313 Why Should a Designer Know Project Management 313 Defining Project Management 313 Project Management in Instructional Design 314 Standards for Project Management 315 Project Integration Management 316 Project Scope Management 316 Project Time Management 316 Project Cost Management 318 Project Human Resource Management 318 Risk, Change, and Crisis Management 319 Macro-Level and Micro-Level Management Issues 320 Instructional Management 321 Integrated Learning Systems 321 Course Management Systems 322 Exercises 323 CHAPTER 19 FORMATIVE AND SUMMATIVE EVALUATION 326 Evaluating Instructional Materials 327 Overview of Formative Evaluation 327 Phases of Formative Evaluation 328 Exercises 341 An Overview of Summative Evaluation 342 Alternative Approaches to Summative Evaluation 343 Procedures for Summative Evaluation 344 V CONCLUSION 353 CHAPTER 20 CONCLUSIONS AND FUTURE DIRECTIONS 355 Overview 356 A Summary of the Major Principles Guiding Instructional Design 356 "Appropriate" Instructional Design 356 Resources 357 Criticality 358 Accountability 359 Expectations/Requirements of the Client Agency 359 Exercise A 363 What Instructional Designers Do 359 Future Directions for Instructional Design 364 New Assumptions 368 Exercise B 368 Author index 373 Subject index 377

「Nielsen BookData」 より

詳細情報

• NII書誌ID(NCID): BA71273357
• ISBN:
  • 0471393533
• LCCN: 2004048818
• 出版国コード: us
• タイトル言語コード: eng
• 本文言語コード: eng
• 出版地: Hoboken, N.J.
• ページ数/冊数: xv, 383 p.
• 大きさ: 28 cm
• 分類:
  • LCC : LB1028.38
  • DC22 : 371.3
• 件名:
  • LCSH : Instructional systems -- Design