INSTRUCTIONAL DESIGN

INSTRUCTIONAL DESIGN

1. I. Introduction to instructional design

   • Introduction
   • What does instructional design mean?
     • What is instruction?
   • The instructional design process
     • An overview of the design process: designing training for digital-magic repair persons
       • Analysis
       • Evaluation
     • People who do instructional design
       • Training designers
       • Other designers

2. II. Foundations of instructional design

   • The philosophical perspective of instructional design
     • Constructivism
       • Individual constructivism
       • Social constructivism
     • Empiricism
   • What is theory?
   • Development theories

3. III. Instructional analysis: Analyzing the learning context

   • Overview of analysis
   • Working with an expert
     • Before the first meeting
     • During the first meeting
     • After the first meeting
   • Analyzing the learning context

4. IV. Instructional analysis: Analyzing the learners

   • An overview of learner analysis
   • Similarities and differences between learners
   • Changing similarities

5. V. Instructional analysis: Analyzing the learning task

   • Determining types of learning
     • Gagne’s types of learning outcomes
       • Declarative knowledge
       • Intellectual skills
       • Attitudes
       • Psychomotor skills
   • Writing learning goals
   • Writing learning objectives

6. VI. Assessing learning from instruction

   • Purposes of evaluation
   • Types of assessments
   • Characteristics of good assessment instruments
   • Item specifications

7. VII. A framework for instructional strategy design

   • Lesson-level organizational strategies
   • Lesson and learning environments
   • Alternatives in locus of information processing

8. VIII. Strategies for declarative knowledge instruction

   • Cognitive processes of learning declarative knowledge
     • Linking with existing knowledge
       • Organizing
       • Elaborating
   • Introduction
   • Assessment of declarative knowledge
   • A review of declarative knowledge learning

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
   • Assessment of concept learning
   • Examples concept lesson

10. X. Strategies for instruction leading to learning procedures

    • A review of learning to apply procedure
    • Specific design decisions- events
      • Deploy attention
      • Preview lesson
      • Body
      • Focus attention
      • Conclusion
        • Summarize and review
        • Remotivate and close
      • Practice
    • Assessment of procedure learning
    • Example procedure learning lesson

11. XI. Strategies for instruction leading to principle learning

    • A review of principle learning
    • Cognitive processes of learning principles
    • Conditions supporting learning principles
    • Assessment of principle application
    • Example principle application lesson

12. XII. Strategies for problem-solving instruction

    • Review of problem-solving learning
    • Cognitive requirements of problem-solving learning
      • Problem representation
      • Solution planning
    • Problem-solving task-analysis
    • The differences between expert and novice problem solvers
    • Example problem solving lesson

13. XIII. Strategies for cognitive strategy instruction

    • A review of cognitive strategy learning
    • Events of instruction for teaching cognitive strategies
    • Impediment of strategy use
    • Assessment of cognitive strategy learning

14. XIV. Strategies for attitude learning

    • Instruction for attitude objectives
    • Assessment of attitude learning
      • Direct self-report
      • Indirect self-report
      • Observation

15. XV. Strategies for psychomotor skill learning

    • A general procedure for teaching psychomotor skills
      • Attention
      • Purpose
      • Preview
      • Employ learning strategies
        • Practice
    • Assessment of psychomotor skills

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

    • Curriculum sequencing structures
      • World-related structure
      • Inquiry-related structure
      • Concept-related structure
        • The elaboration model
    • Integrative curriculum tools and concepts

17. XVII. Implementation

    • Timing of implementation
    • Stages of adoption process
      • Stage 1: Awareness
      • Stage 2: Interest
      • Stage 3: Evaluation
      • Stage 4: Trial
      • Stage 5: Adoption
      • Stage 6: Integration
    • Adoption, adaptation, and integration

18. XVIII. Management of instruction

    • Overview of management of instruction
    • Defining project management
    • Project integration management

19. XIX. Formative and summative evaluation

    • Phases of formative evaluation
      • Design reviews
        • Goal review
      • Expert review
      • One-to-one evaluation
        • Designer’s role
        • Learners’ role
        • Procedures
      • Small-group evaluation
        • Collecting and displaying data
        • Attitude data
        • Time data
      • Field trials
    • Procedures for summative evaluation
      • Determine goals of evaluation
      • Alternative designs

20. XX. Conclusions and future directions

    • Resources
    • Criticality
    • Accountability
    • Future directions for instructional design
      • Microelectronic technologies
        • Information infrastructures
        • Expert systems and smart objects
      • Instructional design tools and models
        • Performance technology
        • Advances in theory
      • New contexts: public school applications of instructional design
    • New assumptions