INSTRUCTIONAL DESIGN - created from Mind Map

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I. Introduction to instructional design

II. Foundations of instructional design

III. Instructional analysis: analyzing the learning context

IV. Instructional analysis: analyzing the learners

V. Instructional analysis: analyzing the learning task

VI. Assessing learning from instruction

VII. A framework for instructional strategy design

VIII. Strategies for declarative knowledge instruction

IX. Strategies for instruction leading to concept learning

X. Strategies for instruction leading to learning procedures

XI. Strategies for instruction leading to principle learning

XII. Strategies for problem-solving instruction

XIII. Strategies for cognitive strategy instruction

XIV. Strategies for attitude learning

XV. Strategies for psychomotor skill learning

XVI. Macro strategies: integration of types of learning

XVII. Implementation

XVIII. Management of instruction

XIX. Formative and summative evaluation

XX. Conclusions and future directions

Introduction

What does instructional design mean?

What is design?

The instructional design process

What is instruction?

An overview of the design process: designing training for digital-magic repair persons

Congruence among the activities of instructional design

Instructional design model

Advantages of using systematic instructional design

Limitations of systematic instructional design

People who do instructional design

Competencies, standards, and ethics of instructional designers

Analysis

Selecting the instructional strategy

Evaluation

The digital-magic story: a postmortem

A position statement on models

Training designers

Teachers as designers

Other designers

Competencies

Standards

Ethics

Why discuss philosophy and theory in an instructional digital

The philosophical perspective of instructional design

What is theory?

Major theory bases contributing to instructional design

Constructivism

Empiricism

Pragmatism

Assumptions underlying instructional design

Individual constructivism

Social constructivism

Contextualism

Contributions and limitations of constructivism

Communications theory

Systems theory

Learning theory

Development theories

Instructional theories

Behaviourism

Cognitive learning theories

Information-processing theory

Influence of cognitive psychology on instructional design

Piaget

Vygotsky

Information-processing development theories

Contributions of developmental theories to instructional design

Overview of analysis

Analyzing the learning context

Determining instructional needs

Describing the learning environment

Working with an expert

When should a needs assessment be conducted?

Techniques for data gathering

How to conduct a needs assessment using the problem model

How to conduct a needs assessment using the innovation model

How to conduct a needs assessment using the discrepancy model

An example of validation of need and analysis of learning environment

Before the first meeting

During the first meeting

After the first meeting

An overview of learner analysis

Similarities and differences between learners

Changing similarities

Significance of types of learners characteristics

Aptitudes

Cognitive styles

Psychosocial traits

Gender, ethnicity, and racial group

Implications for designers of stable differences

Specific prior learning

An outline of learners characteristics

Assessing learners characteristics

Implications of learner characteristics

An example of a learner analysis

Overview of analysis of the learning task

Writing learning goals

Determining types of learning

Conducting an information-processing analysis

Writing learning objectives

Gagne’s types of learning outcomes

Declarative knowledge

Intellectual skills

Cognitive strategies

Attitudes

Psychomotor skills

Learning enterprises

Declarative knowledge

Concept learning

Procedures

Principles

Domain-specific problem solving

Cognitive strategies

Attitudes

Psychomotor learning

Conducting a prerequisite analysis

How to write learning objectives

An overview of assessment of learning from instruction

Purposes of evaluation

Purposes and models of assessment of learners’ achievement

Types of assessments

Characteristics of good assessment instruments

Formats of assessment

Item specifications

Assessment instrument blueprints

Sequencing assessment design activity

Entry skills assessments

Preassessments

Postassessments

Validity

Reliability

Practicality

Trade-offs in assessment design

Performance assessments

Observation of on-the-job performance

Simulations

Essays

Portfolios

Evaluation of performance assessments

Pencil-and-paper assessment forms

Recall items

Recognition items

Constructed answer item

Response characteristics of recognition items

Response characteristics of production items

Number of items

Proportionality of items

Directions

Scoring methods

Weighting of items

Passing or cut-off score

Constructing assessment items

An overview of instructional strategy concerns in instructional design

Lesson-level organizational strategies

Lesson and learning environments

Alternatives in locus of information processing

Supplantive and generative strategies of instruction

Types of learning and instructional strategies

Introduction*

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

Assessment

Hints on sequencing the expanded events of instruction

Recall relevant prior knowledge (stimulate recall of prior knowledge)

Process information and examples (present information and examples)

Focus attention (gain and direct attention)

Employ learning strategies (guide or prompt use of learning strategies)

Practice (provide for and guide practice)

Evaluate feedback (provide feedback)

Summarize and review (provide summary and review)

Transfer learning (enhance transfer)

Remotivate and close (provide remediation and closure)

Assess learning (conduct assessment)

Evaluate feedback and seek remediation (provide feedback and remediation)

Cognitive load theory

Principles for determining optimal degree of instructional support

Alternatives to instruction

Learners’ characteristics

Context characteristics

Learning tasks

Overall principles

Introduction

A review of declarative knowledge learning

Cognitive processes of learning declarative knowledge

Conditions supporting declarative knowledge learning and example lessons

Assessment of declarative knowledge

Linking with existing knowledge

Organizing

Elaborating

Establish instructional purpose

Previewing the lesson

Process information

Focus attention

Employ learning strategies

Practice

Feedback

Labels and names

Facts and lists

Organized discourse

A review of concept learning

Cognitive processes and structures in concept learning

Essential conditions of learning concepts

Assessment of concept learning

Examples concept lesson

Two general strategies of concept instruction

A review of learning to apply procedure

Cognitive process involved in the learning of procedures

Conditions supporting the learning of procedures

Specific design decisions- events

Assessment of procedure learning

Example procedure learning lesson

Deploy attention

Establish instructional purpose

Arouse interest and motivation

Preview lesson

Body

Recall relevant prior knowledge

Process information and examples

Focus attention

Employ learning strategies

Practice

Evaluate feedback

Conclusion

Summarize and review/ transfer knowledge

Remotivate and close

Assess learning

Evaluate feedback and seek remediation

Learners and content

A review of principle learning

Cognitive processes of learning principles

Conditions supporting learning principles

Assessment of principle application

Example principle application lesson

Review of problem-solving learning

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

Assessment of problem solving learning

Macrostrategies for problem-solving instruction

Example problem solving lesson

Examples of problem solving

Problem representation

Solution planning

Solution implementation

Solution evaluation

Socratic dialogue

Expert systems

Sequenced problem sets

Simulations

Microworlds

Anchored instruction

Case studies and case problems

Problem-based learning

Cognitive apprenticeships

Other macrostrategies

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

Impediment of strategy use

Assessment of cognitive strategy learning

Learning strategies

Divergent thinking strategies

An example of a thinking strategy instruction model

Introduction

Instruction for attitude objectives

A review of attitude learning

Instructional conditions for attitude objectives

Assessment of attitude learning

Example attitude lesson

Components of attitude learning

The cognitive component in attitude change and formation

Direct self-report

Indirect self-report

Observation

Introduction

A review of psychomotor learning

Critical elements of psychomotor skills

A general procedure for teaching psychomotor skills

Assessment of psychomotor skills

Massed versus spaced practice

Whole versus part practice

Feedback issues

Task analysis of a psychomotor skill

Attention

Purpose

Interest and motivation

Preview

Recall relevant prior knowledge

Process information and examples

Focus attention

Employ learning strategies

Summarize and review

Transfer of learning

Remotivate and close

Evaluate feedback and seek remediation

Introduction

Curriculum sequencing structures

Integrative curriculum tools and concepts

Alternative views of curriculum design

Technology’s assistance to integrated curriculum designs

Prescriptions for curriculum design

World-related structure

Inquiry-related structure

Utilization-related structure

Learning-related structure

Concept-related structure

The elaboration model

Scope and sequence

Object-oriented curriculum architecture

Articulation

Overview of implementation

What is implementation?

What is the role of implementation in instructional design?

Importance of considering implementation

Timing of implementation

Stages of adoption process

Principles for encouraging implementation

An approach to facilitating implementation: CBAM

Fidelity of implementation

Adoption, adaptation, and integration

Embodiment as implementation

Stage 1: Awareness

Stage 2: Interest

Stage 3: Evaluation

Stage 4: Trial

Stage 5: Adoption

Stage 6: Integration

General rules

The adopting system

The people

The instructional material

Awareness

Trials

Teacher/ trainer training

Overview of management of instruction

Why should a designer know project management

Defining project management

Project management in instructional design

Standards for project management

Project integration management

Project scope management

Project time management

Project cost management

Project human resource management

Risk, change, and crisis management

Macro-level and micro-level management issues

Instructional management

Integrated learning system

Course management learning

Skill sets and toolkits

Evaluating instructional materials

Overview of formative evaluation

Phases of formative evaluation

An overview of summative evaluation

Alternative approaches to summative evaluation

Procedures for summative evaluation

Design reviews

Expert review

One-to-one evaluation

Small-group evaluation

Field trials

Goal review

Review of environment and learner analysis

Review of task analysis

Review of assessment specifications and blueprints

Designer’s role

Learners’ role

Procedures

Displaying and interpreting one-to-one data

Learners’ role

Designer’s role

Procedures

Collecting and displaying data

Performance data

Attitude data

Time data

Interpreting small-group data

Learners’ and teachers’/ trainers’ roles

Designer’s role

Data collection, display, and interpretation

Analysis, and interpretation of field trial data

Designer’s role in summative evaluation

Timing of summative evaluation

Determine goals of evaluation

Select indicators of success

Select orientation of evaluation

Select design of evaluation

Alternative designs

Design or select evaluation measures

Overview

A summary of the major principles guiding instructional design

“Appropriate” instructional design

Resources

Criticality

Accountability

Expectations/ requirements of the client agency

What instructional designers do

Future directions for instructional design

New assumptions

Needs assessment

Learner analysis

Task analysis

Instructional strategy

Instructional delivery

Formative evaluation

Microelectronic technologies

Instructional design tools and models

New contexts: public school applications of instructional design

Information infrastructures

Expert systems and smart objects

Interactive technologies

Performance technology

Electronic performance support systems

Advances in theory

Preparing teachers to do instructional design

Restructuring schools through instructional design