Instructional Design

, by Smith, Patricia L.; Ragan, Tillman J.

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ISBN: 9780471393535 | 0471393533
Cover: Paperback
Copyright: 12/7/2004

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Basic principles and practical strategies to promote learning in any setting! From K-12 to corporate training settings--the Third Edition of Patricia Smith and Tillman Ragan's thorough, research-based text equips you with the solid foundation you need to design instruction and environments that really facilitate learning. Now updated to reflect the latest thinking in the field, this new edition offers not only extensive procedural assistance but also emphasizes the basic principles upon which most of the models and procedures in the instructional design field are built. The text presents a comprehensive treatment of the instructional design process, including analysis, strategy design, assessment, and evaluation.

I INTRODUCTION

(38)

Introduction to Instructional Design

(14)

Introduction

(1)

What Does Instructional Design Mean?

(2)

What is Design?

(2)

The Instructional Design Process

(9)

Foundations of Instructional Design

(22)

Why Discuss Philosophy and Theory in an Instructional Design Text?

(1)

The Philosophical Perspectives of Instructional Design

(5)

What Is Theory?

(1)

Major Theory Bases Contributing to Instructional Design

(16)

II ANALYSIS AND ASSESSMENT

(86)

Instructional Analysis: Analyzing the Learning Context

(16)

Overview of Analysis

(1)

Determining Instructional Needs

(6)

Describing the Learning Environment

(3)

Working with an Expert

(5)

Instructional Analysis: Analyzing the Learners

(18)

An Overview of Learner Analysis

(1)

Similarities and Differences Between Learners

(6)

Changing Similarities

(4)

Significance of Types of Learner Characteristics

(6)

Instructional Analysis: Analyzing the Learning Task

(28)

Overview of Analysis of the Learning Task

(1)

Writing Learning Goals

(1)

Determining Types of Learning

(5)

Conducting an Information-Processing Analysis

(11)

Writing Learning Objectives

(9)

Assessing Learning From Instruction

103

(22)

An Overview of Assessment of Learning from Instruction

104

(1)

Purposes of Evaluation

104

(1)

Purposes and Models of Assessment of Learners' Achievement

105

(2)

Types of Assessments

107

(1)

Characteristics of Good Assessment Instruments

108

(4)

Formats of Assessment

112

(4)

Item Specifications

116

(5)

Assessment Instrument Blueprints

121

(4)

III INSTRUCTIONAL STRATEGIES

125

(176)

A Framework for Instructional Strategy Design

127

(24)

An Overview of Instructional Strategy Concerns in Instructional Design

128

(1)

Exercise A

128

(1)

Lesson-Level Organizational Strategies

129

(2)

Lessons and Learning Environments

131

(9)

Exercise B

140

(1)

Alternatives in Locus of Information Processing

141

(1)

Supplantive and Generative Strategies of Instruction

142

(1)

Types of Learning and Instructional Strategies

143

(3)

Exercise C

146

(5)

Strategies for Declarative Knowledge Instruction

151

(20)

Introduction

152

(1)

A Review of Declarative Knowledge Learning

152

(1)

Cognitive Processes of Learning Declarative Knowledge

153

(3)

Conditions Supporting Declarative Knowledge Learning and Example Lessons

156

(11)

Assessment of Declarative Knowledge

167

(1)

Exercises

167

(4)

Strategies for Instruction Leading to Concept Learning

171

(17)

A Review of Concept Learning

172

(1)

Cognitive Processes and Structures in Concept Learning

173

(2)

Essential Conditions of Learning Concepts

175

(5)

Assessment of Concept Learning

180

(1)

Exercises

181

(1)

Examples Concept Lesson

182

(6)

Strategies for Instruction Leading to Learning Procedures

188

(16)

A Review of Learning to Apply a Procedure

189

(1)

Cognitive Processes Involved in the Learning of Procedures

190

(1)

Conditions Supporting the Learning of Procedures

190

(7)

Asessment of Procedure Learning

197

(1)

Example Procedure Learning Lesson

198

(4)

Exercises

202

(2)

Strategies for Instruction Leading to Principle Learning

204

(13)

A Review of Principle Learning

205

(1)

Exercises

206

(1)

Cognitive Processes of Learning Principles

206

(1)

Conditions Supporting Learning Principles

207

(4)

Assessment of Principle Application

211

(1)

Example Principle Application Lesson

212

(5)

Strategies for Problem-Solving Instruction

217

(26)

A Review of Problem-Solving Learning

218

(1)

Cognitive Requirements of Problem-Solving Learning

219

(3)

Problem-Solving Task-Analysis

222

(1)

The Differences Between Expert and Novice Problem Solvers

222

(1)

Instructional Events for a Problem-Solving Lesson

223

(4)

Assessment of Problem Solving Learning

227

(1)

Macrostrategies for Problem-Solving Instruction

228

(6)

Example Problem Solving Lesson

234

(3)

Exercise

237

(6)

Strategies for Cognitive Strategy Instruction

243

(16)

A Review of Cognitive Strategy Learning

244

(2)

Cognitive Requirements of Cognitive Strategy Learning

246

(1)

General Approaches to Teaching Cognitive Strategies

247

(1)

Events of Instruction for Teaching Cognitive Strategies

248

(5)

Impediments to Strategy Use

253

(1)

Assessment of Cognitive Strategy Learning

254

(1)

Exercise

255

(4)

Strategies for Attitude Learning

259

(13)

Introduction

260

(1)

Instruction for Attitude Objectives

260

(1)

Exercise A

260

(2)

A Review of Attitude Learning

262

(3)

Exercise B

265

(1)

Example Attitude Lesson

265

(1)

Instructional Conditions for Attitude Objectives

265

(1)

Assessment of Attitude Learning

266

(6)

Strategies for Psychomotor Skill Learning

272

(13)

Introduction

273

(1)

A Review of Psychomotor Learning

273

(2)

Exercise A

275

(1)

Critical Elements of Psychomotor Skills

275

(2)

Exercise B

277

(2)

A General Procedure for Teaching Psychomotor Skills

279

(2)

Assessment of Psychomotor Skill Learning

281

(4)

Macro Strategies: Integration of Types of Learning

285

(16)

Introduction

286

(1)

Curriculum Sequencing Structures

286

(4)

Exercise A

290

(1)

Integrative Curriculum Tools and Concepts

290

(3)

Alternative Views of Curriculum Design

293

(2)

Technology's Assistance to Integrated Curriculum Designs

295

(1)

Prescriptions for Curriculum Design

296

(1)

Exercise B

296

(5)

IV IMPLEMENTATION, MANAGEMENT, AND EVALUATION

301

(52)

Implementation

303

(9)

Overview of Implementation

304

(1)

What is Implementation?

304

(1)

What is the Role of Implementation in Instructional Design?

304

(1)

Importance of Considering Implementation

305

(1)

Timing of Implementation

305

(1)

Stages of the Adoption Process

305

(1)

Principles for Encouraging Implementation

306

(1)

An Approach to Facilitating Implementation: CBAM

307

(1)

Fidelity of Implementation

308

(1)

Adoption, Adaptation, and Integration

308

(1)

Embodiment as Implementation

309

(1)

Exercises

309

(3)

Management of Instruction

312

(14)

Overview of Management of Instruction

313

(1)

Why Should a Designer Know Project Management

313

(1)

Defining Project Management

313

(1)

Project Management in Instructional Design

314

(1)

Standards for Project Management

315

(1)

Project Integration Management

316

(1)

Project Scope Management

316

(1)

Project Time Management

316

(2)

Project Cost Management

318

(1)

Project Human Resource Management

318

(1)

Risk, Change, and Crisis Management

319

(1)

Macro-Level and Micro-Level Management Issues

320

(1)

Instructional Management

321

(1)

Integrated Learning Systems

321

(1)

Course Management Systems

322

(1)

Exercises

323

(3)

Formative and Summative Evaluation

326

(27)

Evaluating Instructional Materials

327

(1)

Overview of Formative Evaluation

327

(1)

Phases of Formative Evaluation

328

(13)

Exercises

341

(1)

An Overview of Summative Evaluation

342

(1)

Alternative Approaches to Summative Evaluation

343

(1)

Procedures for Summative Evaluation

344

(9)

V CONCLUSION

353

(20)

Conclusions and Future Directions

355

(18)

Overview

356

(1)

A Summary of the Major Principles Guiding Instructional Design

356

(1)

``Appropriate'' Instructional Design

356

(1)

Resources

357

(1)

Criticality

358

(1)

Accountability

359

(1)

Expectations/Requirements of the Client Agency

359

(4)

Exercise A

363

What Instructional Designers Do

359

(5)

Future Directions for Instructional Design

364

(4)

New Assumptions

368

(1)

Exercise B

368

(5)

Author Index

373

(4)

Subject Index

377

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Instructional Design

Summary

Author Biography

Table of Contents

Supplemental Materials