Mapa mental
INSTRUCTIONAL DESIGN
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INSTRUCTIONAL DESIGN
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
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
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
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
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
- Gagne’s types of learning outcomes
- Conducting an information-processing analysis
- Concept learning
- Procedures
- Cognitive strategies
- Psychomotor learning
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
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
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
- Linking with existing knowledge
- 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
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
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
XI. Strategies for instruction leading to principle learning
- Cognitive processes of learning principles
- Conditions supporting learning principles
- Assessment of principle application
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
- Review of problem-solving learning
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
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
- A review of attitude learning
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
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
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
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
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
- Design reviews
- An overview of summative evaluation
- Alternative approaches to summative evaluation
- Designer’s role in summative evaluation
- Timing of summative evaluation
- Procedures for summative evaluation
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
Información
- Descripción
- INSTRUCTIONAL DESIGN 3RD ED.
- Creado por
- oyuko takashi
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- Creado por ollietablet123 · 12 mar 2015
- Copiado por oyuko takashi · 11 oct 2018
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