Designing effective instruction / Gary R. Morrison, Steven M. Ross, Jennifer R. Morrison, Howard K. Kalman
Book | Wiley | 2019 | Eighth edition.
Available at Gateway-Racine Campus New Books Display (LB 1028.38 D4.75 2019)

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Gateway-Racine Campus New Books Display LB 1028.38 D4.75 2019 Available
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Edition
Eighth edition.
Description
xxviii, 480 pages : illustrations ; 26 cm
Note
Sixth and seventh cataloged entered under title.
Bibliography
Includes bibliographical references and index.
Contents
CHAPTER ONE: Introduction to the Instructional Design Process
Why Instructional Design?
Why Do Instructional Design? -- What Are the Benefits of Instructional Design? -- Applying the Process to Both Academic Education and Training Programs
What Is Instructional Design?
Education Versus Training -- Instructional Design and Human Performance Technology -- Contexts for Instructional Design -- Premises Underlying the Instructional Design Process
Overview of Our Design Model
Instructional Problems -- Learner and Context -- Task Analysis -- Instructional Objectives -- Content Sequencing -- Instructional Strategies -- Designing the Message -- Development of the Instruction -- Evaluation Instruments -- Ongoing Processes
Who's Who in the Instructional Design Process
Instructional Designer -- Subject-Matter Expert (SME) -- Evaluator
Answering the Critics
Questions ... Questions ... Questions
Summary
The ID Process -- Lean Instructional Design
Application -- Answers -- References
CHAPTER TWO: Identifying the Need for Instruction
Getting Started
Is Instruction the Answer?
Needs Assessment
Types of Needs and Data Sources -- Conducting a Needs Assessment -- Example Needs Assessment Plan
Goal Analysis
Six Steps of Goal Analysis -- Comparing Goal Analysis and Needs Assessment
Performance Assessment
Summary
The ID Process -- Lean Instructional Design
Application
Problem 1 -- Problem 2
Answers
Problem 1 -- Problem 2
Quality Management
Instructional Design: Decisions and Choices
References
CHAPTER THREE: Learner and Contextual Analysis
Getting Started
Types of Learner Characteristics
General Characteristics -- Specific Entry Characteristics -- Learning Styles -- Academic Information -- Personal and Social Characteristics -- Culturally Diverse Learners -- Learners with Disabilities -- Adult Learners
Contextual Analysis
Types of Context -- Conducting a Contextual Analysis
Summary
The ID Process -- Lean Instructional Design
Applications
Answers
Quality Management
Instructional Design: Decisions and Choices
Potential Audience Misconceptions
Orienting Context
References
CHAPTER FOUR: Task Analysis
Getting Started
Task Analysis
Preparing to Conduct a Task Analysis -- Content Structures
Topic Analysis
Analyzing a Topic
Procedural Analysis
Going Beyond Procedural Analysis
The Critical Incident Method
Conducting a Task Analysis
Serving as Your Own SME -- Techniques for Gathering Data -- Recording Methods
Summary
The ID Process -- Lean Instructional Design
Application
Answer
Quality Management
Instructional Design: Decisions and Choices -- Instructional Goals
References
CHAPTER FIVE: Instructional Objectives
Getting Started
Function of Objectives
Three Objective Domains
Cognitive Domain -- Psychomotor Domain -- Affective Domain -- Interrelation of Domains
Developing Instructional Objectives
The Basis for Objectives -- Approaches to Objectives
Writing Objectives in the Cognitive Domain
Behavioral Objectives -- Optional Parts -- Cognitive Objectives
Writing Objectives for the Psychomotor Domain
Writing Objectives for the Affective Domain
Classifying Objectives
Expanded Performance - Content Matrix Model
Pros and Cons of Writing Objectives
Summary
The ID Process -- Lean Instructional Design
Application
Answers
Quality Management
Instructional Design: Decisions and Choices
Writing Objectives -- Refining the Objectives -- Putting It All Together
References
CHAPTER SIX: Designing the Instruction: Sequencing
Getting Started
The Posner and Strike Sequencing Schemes
Learning-Related Sequencing -- World-Related Sequencing -- Concept-Related Sequencing
Elaboration Theory Sequencing
Content Expertise Sequencing -- Task Expertise Sequencing
From Objectives to Sequencing
Summary
The ID Process -- Lean Instructional Design
Application
Answers
Quality Management
Instructional Design: Decisions and Choices
References
CHAPTER SEVEN: Designing the Instruction: Strategies
Getting Started
Why Instructional Strategies?
Desinging an Instructional Strategy -- Foundations for the Prescriptions -- Generative Strategies
Prescriptions for Instructional Strategies
Prescriptions for Teaching Facts -- Prescriptions for Teaching Concepts -- Prescriptions for Teaching Principles and Rules -- Prescriptions for Teaching Procedures -- Prescriptions for Teaching Interpersonal Skills -- Prescriptions for Teaching Attitudes
Summary
The ID Process -- Lean Instructional Design
Applications
Answers
Quality Management
Instructional Design: Decisions and Choices
Instructional Strategies -- Objective 1 -- Objective 2 -- Objective 3 -- Objective 4 -- Objective 5 -- Objective 6
References
CHAPTER EIGHT: Designing the Instructional Message
Getting Started
Preinstructional Strategies
Pretests -- Objectives -- Overviews -- Advance Organizers
Message Design for Text
Signaling the Text's Schema -- Explicit Signals -- Typographical Signals
Pictures and Graphics in Instruction
Effectiveness -- Graphic Signals -- The Function of Pictures -- Using Pictures in Instruction
Summary
The ID Process -- Lean Instructional Design
Applications
Answers
Quality Management
Instructional Design: Decisions and Choices
References
CHAPTER NINE: Developing Instructional Materials
Getting Started
Starting the Development of the Instruction
Staying Focused
Heuristics for Developing Instruction
Make It Concrete -- Control the Step Size -- Use Appropriate Pacing -- Maintain Consistency -- Use Cues
Putting Pen to Paper or Fingers to Keyboard
Preinstructional Strategy -- Initial Presentation -- Generative Strategy -- Transitions -- Cognitive Load
Group Presentations
Strengths -- Limitations -- Applications -- Guidelines for Effective Lecturing -- Distance Education
Self-Paced Learning
Strengths -- Limitations -- Guidelines for Effective Learning -- Design Checklist -- Changing Roles
Small-Group Formats
Strengths -- Limitations -- Formats
Summary
The ID Process -- Lean Instructional Design
Application
Answer
Qualtiy Management
Instructional Design: Decisions and Choices
References
CHAPTER TEN: Design Considerations for Technology-Based Instruction
Getting Started
Affordances of Technology-Based Instruction
Individualized Computer- and Web-Based Instruction
Drills-and-Practice -- Tutorials -- Simulations -- Games -- Hypermedia
Design Considerations for Individualized Computer and Web-Based Instruction
Interface Design -- Learner Control -- Feedback -- Remediation -- Designing Interactions -- Using Multimedia
Design Considerations for Group-Based Distance Instruction
An Individualized Approach to Distance Instruction -- A Group Approach to Distance Instruction -- Avoiding the Shovelware Trap
Summary
The ID Process -- Lean Instructional Design
Application
Answer
Quality Management
Instructional Design: Decisions and Choices
Objective 1 -- Objective 2 -- Objective 3 -- Objective 4 -- Objective 5 -- Objective 6
References
CHAPTER ELEVEN: The Many Faces of Evaluation
Getting Started
Purposes of Evaluation
Formative Evaluation -- Summative Evaluation -- Confirmative Evaluation
Relationship Among Formative, Summative, and Confirmative Evaluations
The Role of Instructional Objectives -- Multiple Data Sources Equal Increased Information -- Processes and Products -- Time of Testing -- When to Evaluate
Relationship Between Evaluation and Instructional Objectves
Matching Measures to Objectives
Suggested Measures for Alternative Outcomes
Validity and Reliability of Tests
Validity -- Reliability -- Relationship Between Validity and Reliability
Standards of Achievement
Relative Standards -- Absolute Standards -- Measurement Issues -- Standards Versus Conventional Measurement
Student Self-Evaluation
Pretesting -- Testing for Prerequisites -- Testing for Improvement in Performance -- Benefits of Pretesting -- Whether or Not to Pretest
Summary
The ID Process -- Lean Instructional Design
Application
Answer
Instructional Design: Decisions and Choices
References
CHAPTER TWELVE: Developing Evaluation Instruments
Getting Started
Testing Knowledge
The Relationship Between Evaluation and Instructional Objectives -- Objective Tests -- Constructed-Response Test
Testing Skills and Behavior
Preliminary Considerations -- Types of Skill/Behavior Assessments
Attitudes
Two Uses of Attitude Assessment -- Observation/Anecdotal Records -- Assessment of Behavior -- Questionnaire/Survey -- Interview
Summary
The ID Process -- Lean Instructional Design
Application
Answers
Instructional Design: Decisions and Choices
Objective 1 -- Objectve 2 -- Objectve 3 -- Objective 4 -- Objective 5 -- Objective 6 -- Example of Performance Checklist
References
CHAPTER THIRTEEN: Using Evaluation to Enhance Programs: Conducting Formative and Summative Evaluations
Getting Started
A Basic Model for Formative Evaluation
Purposes -- Audience -- Issues -- Resources -- Evidence -- Data-Gathering Techniques -- Analysis -- Reporting
Types of Formative Evaluation
Connoisseur-Based Studies -- Decision-Oriented Studies -- Objectives-Based Studies -- Public Relations-Inspired Studies -- Quick-Turnaround Evaluation Studies
Stages of Formative Evaluation
Summative Evaluation: Determing Program Outcomes
Evaluation Versus Research
Program Effectiveness
Summative Evaluation Methods
Program Efficiency
Learner Time Required -- Faculty and Staff Required -- Use of Facilities
Program Costs
Developmental Costs -- Operational Costs -- Instructional Cost Index
Confirmative Evaluation: Determining Outcomes Over Time
Approaches to Confirmative Evaluation -- Educational Programs -- Training Programs
Reporting Results of Summative and Confirmative Evaluations
Summary
The ID Process -- Lean Instructional Design
Application
Answer
Instructional Design: Decisions and Choices
References
CHAPTER FOURTEEN: Learning Theory and Instructional Theory
Getting Started
Introduction
Learning Theory
Instructional Theory -- Instructional Design Model -- Applications of Instructional Theories and Models -- Types of Learning Theory -- Cognitive Theory
Summary
The ID Process -- Lean Instructional Design
Application
Answer
Instructional Design: Decisions and Choices
References
CHAPTER FIFTEEN: Planning for Instructional Implementation
Getting Started
Planned Change
Innovation -- Communication -- Social System -- Time
The CLER Model
Configuration -- Linkages -- Environment -- Resources
Planning the Implementation with the CLER Model
Configuration -- Linkages -- Environment -- Resources -- Analysis of the Situation -- Implementation Plan
Tichy's TPC (Technical , Political, Cultural) Framework
Developmental Stages and Information Decision Process Models
Implementation Decisions
Program Promotion -- Instructional Delivery -- Materials
Instructors
Scheduling -- Instructor Training
Role of Supervisors
Summary
The ID Process -- Lean Instructional Design
Application
Answers
Instructional Design: Decisions and Choices
References
CHAPTER SIXTEEN: Instructional Design Project Management
Getting Started
Project Management
Project Planning -- Management Activities -- Completing the Project
Project Agreement and Proposal Preparation
Instructional Design Shortcuts
Flexibility of the Instructional Design Process
Instructional Design in Organizations
Purposes and Role -- Placement Within the Organization -- Budgetary Support
Working with the Subject-Matter Expert and Consultants
The Subject-Matter Expert in Different Roles -- Working with Other Consultants and Team Members
Legal Considerations in ID Project Management
Contracts -- Government Regulations -- Common Legal Problems in Training
Summary
The ID Process -- Lean Instructional Design
Application
Answers
Instructional Design: Decisions and Choices
References
APPENDIX A: Sample Instructional Design Documentation
APPENDIX B: A Sample Instructional Unit
Summary
The updated eighth edition of 'Designing Effective Instruction' offers educators an essential guide for designing effective and efficient instruction that is exciting and interesting. The flexible model presented is based on research from many different disciplines. The authors - noted experts on the topic - draw on recent research that incorporates both behavioral and cognitive approaches into the model. The eighth edition highlights the fundamentals of instructional design that can help students develop a solid foundation in the design process. These basics skills can be adapted to a wide variety of settings, such as multimedia, classroom, business, health care, higher education, and distance-education instruction. This new edition has been revised to include information on the most recent research and trends. The book also contains a new section on the topic of lean instructional design. This new section discusses strategies to reduce time and resources for each step of the process. Written for instructional designers in business, military, medical, and government settings as well as to those in higher education and P-12 classrooms, 'Designing Effective Instruction' is the proven resource for designing quality instruction that can motivate participants.
150.00 (99-PRF-9)
Subject
Added Author
Ross, Steven M., author.
Morrison, Jennifer R., 1979 November 7- author.
Kalman, Howard K., author.
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