INSTRUCTIONAL DESIGN

INSTRUCTIONAL DESIGN

1. I. Introduction to instructional design

   • Introduction
   • What does instructional design mean?
   • What is design?
   • The instructional design process
     • An overview of the design process: designing training for digital-magic repair persons
     • Congruence among the activities of instructional design
     • Instructional design model
       • A position statement on models
     • Competencies, standards, and ethics of instructional designers
       • Competencies

2. II. Foundations of instructional design

   • Why discuss philosophy and theory in an instructional digital
   • The philosophical perspective of instructional design
     • Constructivism
     • Empiricism
     • Pragmatism
     • Assumptions underlying instructional design
   • What is theory?
   • Major theory bases contributing to instructional design
     • Systems theory
     • Learning theory
     • Development theories

3. III. Instructional analysis: analyzing the learning context

   • Overview of analysis
   • Analyzing the learning context
   • Determining instructional needs
     • When should a needs assessment be conducted?
     • Techniques for data gathering
   • Describing the learning environment

4. IV. Instructional analysis: analyzing the learners

   • An overview of learner analysis
   • Similarities and differences between learners
     • Aptitudes
     • Cognitive styles
     • Psychosocial traits
   • Changing similarities
   • Significance of types of learners characteristics
     • Specific prior learning
     • An outline of learners characteristics
     • Assessing learners characteristics

5. V. Instructional analysis: analyzing the learning task

   • Writing learning goals
   • Determining types of learning
     • Gagne’s types of learning outcomes
       • Declarative knowledge
       • Intellectual skills
       • Cognitive strategies
   • Conducting an information-processing analysis
     • Concept learning
     • Procedures
     • Cognitive strategies
     • Psychomotor learning

6. VI. Assessing learning from instruction

   • Purposes of evaluation
   • Types of assessments
     • Entry skills assessments
     • Preassessments
     • Postassessments
   • Characteristics of good assessment instruments
     • Validity
     • Reliability
     • Practicality
   • Formats of assessment
     • Observation of on-the-job performance
     • Simulations
   • Item specifications

7. VII. A framework for instructional strategy design

   • Lesson-level organizational strategies
   • Lesson and learning environments
     • Activate attention (gain attention)
     • Establish purpose (inform learner of instructional purpose)
     • Arouse interest and motivation (stimulate learners’ attention/motivation)
     • Preview learning activity (provide overview)
     • Body
     • Conclusion
   • Alternatives in locus of information processing
   • Supplantive and generative strategies of instruction
   • Types of learning and instructional strategies

8. VIII. Strategies for declarative knowledge instruction

   • Introduction
   • A review of declarative knowledge learning
   • Cognitive processes of learning declarative knowledge
     • Linking with existing knowledge
       • Organizing
       • Elaborating
   • Conditions supporting declarative knowledge learning and example lessons
     • Establish instructional purpose
     • Previewing the lesson
     • Process information
     • Focus attention
     • Employ learning strategies
     • Practice
     • Feedback
   • Assessment of declarative knowledge

9. IX. Strategies for instruction leading to concept learning

   • A review of concept learning
   • Cognitive processes and structures in concept learning
   • Essential conditions of learning concepts
     • Two general strategies of concept instruction
   • Examples concept lesson

10. X. Strategies for instruction leading to learning procedures

    • Cognitive process involved in the learning of procedures
    • Conditions supporting the learning of procedures
    • Specific design decisions- events
    • Assessment of procedure learning
      • Assess learning
      • Evaluate feedback and seek remediation
      • Learners and content
    • Example procedure learning lesson

11. XI. Strategies for instruction leading to principle learning

    • Cognitive processes of learning principles
    • Conditions supporting learning principles
    • Assessment of principle application

12. XII. Strategies for problem-solving instruction

    • Review of problem-solving learning
      • Examples of problem solving
    • Cognitive requirements of problem-solving learning
    • Problem-solving task-analysis
    • The differences between expert and novice problem solvers
    • Instructional events for a problem-solving lesson

13. XIII. Strategies for cognitive strategy instruction

    • A review of cognitive strategy learning
    • Cognitive requirements of cognitive strategy learning
    • General approaches to teaching cognitive strategies
    • Events of instruction for teaching cognitive strategies

14. XIV. Strategies for attitude learning

    • A review of attitude learning
      • Components of attitude learning
      • The cognitive component in attitude change and formation
    • Instructional conditions for attitude objectives
    • Assessment of attitude learning
      • Direct self-report
      • Indirect self-report
      • Observation
    • Example attitude lesson

15. XV. Strategies for psychomotor skill learning

    • A review of psychomotor learning
    • Critical elements of psychomotor skills
    • A general procedure for teaching psychomotor skills
    • Assessment of psychomotor skills

16. XVI. Macro strategies: integration of types of learning

    • Introduction
    • Curriculum sequencing structures
      • Inquiry-related structure
      • Utilization-related structure
    • Integrative curriculum tools and concepts
    • Alternative views of curriculum design
    • Prescriptions for curriculum design

17. XVII. Implementation

    • What is the role of implementation in instructional design?
    • Importance of considering implementation
    • Stages of adoption process
      • Stage 1: Awareness
      • Stage 2: Interest
      • Stage 3: Evaluation
      • Stage 4: Trial
      • Stage 5: Adoption
      • Stage 6: Integration
    • An approach to facilitating implementation: CBAM
    • Fidelity of implementation
    • Adoption, adaptation, and integration

18. XVIII. Management of instruction

    • Defining project management
    • Project management in instructional design
    • Standards for project management
    • Project integration management
    • Risk, change, and crisis management
      • Skill sets and toolkits
    • Macro-level and micro-level management issues

19. XIX. Formative and summative evaluation

    • Overview of formative evaluation
    • Phases of formative evaluation
      • Design reviews
        • Goal review
        • Review of environment and learner analysis
      • Expert review
      • One-to-one evaluation
        • Designer’s role
        • Learners’ role
      • Small-group evaluation
      • Field trials
    • An overview of summative evaluation
    • Alternative approaches to summative evaluation
      • Designer’s role in summative evaluation
      • Timing of summative evaluation
    • Procedures for summative evaluation

20. XX. Conclusions and future directions

    • Overview
    • A summary of the major principles guiding instructional design
    • “Appropriate” instructional design
    • Resources
      • Needs assessment
      • Learner analysis
      • Task analysis
      • Instructional strategy
      • Instructional delivery
      • Formative evaluation
    • Criticality
    • Accountability
    • What instructional designers do
    • Future directions for instructional design
      • Microelectronic technologies
      • Instructional design tools and models
      • New contexts: public school applications of instructional design
    • New assumptions