INSTRUCTIONAL-DESIGN THEORIES AND MODELS: An Overview of their Current Status
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INSTRUCTIONAL-DESIGN THEORIES AND MODELS: An Overview of their Current Status
Title Page
Copyright Page
Table of Contents
About This Book
Suggestions for Reading This Book
Foreword
UNIT I INSTRUCTION: WHAT THE DISCIPLINE IS LIKE
1. Instructional Design: What Is It and Why Is It?
Purpose of This Chapter
Why Instructional Design?
How Does Instructional Design Relate to Education
What is Instructional Design Like?
How Should You Read This Book?
History of Instructional-Design Theory
Advanced Topics
2. A Metatheory of Instruction: A Framework for Analyzing and Evaluating Instructional Theories and Models
Introduction
A Proposal for a Metatheory of Instruction
Characteristics of Instructional Theories and Models
Summary
3. Descriptive and Prescriptive Theories of Learning and Instruction: An Analysis of Their Relationships and Interactions
Instructional Processes As A Particular Case of Control (Management) Processes
Descriptive Theories, Prescriptive Theories, and Programs of Instruction
Learning Theories and Programs: Their Relationships With Instructional Theories and Programs
Can Instructional Theories and Programs Be Derived From Learning Theories and Programs?
Regularities of Learning and Instructional Practice
Two Objectives of Instruction
Summary
UNIT II MODELS AND THEORIES OF INSTRUCTION
4. Contributions of Gagné and Briggs to a Prescriptive Model of Instruction
Learning-Theory Background
Selecting Instructional Objectives and Sequencing Instruction
Instructional Events
Instructional Media
Conclusion
Glossary
5. A Behavioral Approach to Instructional Prescription
Introduction
Conditions
Treatments
Matching Treatments and Conditions
Multiple Objectives
Summary
6. The Algo-Heuristic Theory of Instruction
What is the Algo-Heuristic Theory of Instruction About?
Building and Testing Models of Unobservable Cognitive Processes
Algo-Heuristic Prescriptions as a Means of Increasing the Efficiency of Instruction
Some Shortcomings of Conventional Instruction
Additional Definitions
Some Methods of the Management and Development of Algo-Heuristic Processes
An Integrated Model of Instruction
Concluding Remarks and Summary
7. Instructional Strategies Based on the Structural Learning Theory
Introduction
A Prototypic Instructional Strategy Based on the Structural Learning Theory
Essentials of Instructional Theory
Overview of the Structural Learning Theory
8. A Cognitive Theory of Inquiry Teaching
Introduction
The Theory
Conclusion
9. Component Display Theory
Introduction
The Performance-Content Matrix
Presentation Forms
Performance-PPF Consistency
Content-PPF Consistency
Adequacy Rules
Learner Control
Student Conscious Cognitive Processing
Training Materials for CDT
Research Support for CDT
10. The Elaboration Theory of Instruction
Introduction
An Analogy
Strategy Components
The Elaboration Model
Variations of the Model
Using the Elaboration Theory
Support for Validity
Conclusion
11. Motivational Design of Instruction
Introduction
Problems in the Study of Motivation
Motivation and Learning
Motivational-Design Model
Interest
Relevance
Expectancy
Outcomes
Conclusions
description
Cover
INSTRUCTIONAL-DESIGN THEORIES AND MODELS: An Overview of their Current Status
Title Page
Copyright Page
Table of Contents
About This Book
Suggestions for Reading This Book
Foreword
UNIT I INSTRUCTION: WHAT THE DISCIPLINE IS LIKE
1. Instructional Design: What Is It and Why Is It?
Purpose of This Chapter
Why Instructional Design?
How Does Instructional Design Relate to Education
What is Instructional Design Like?
How Should You Read This Book?
History of Instructional-Design Theory
Advanced Topics
2. A Metatheory of Instruction: A Framework for Analyzing and Evaluating Instructional Theories and Models
Introduction
A Proposal for a Metatheory of Instruction
Characteristics of Instructional Theories and Models
Summary
3. Descriptive and Prescriptive Theories of Learning and Instruction: An Analysis of Their Relationships and Interactions
Instructional Processes As A Particular Case of Control (Management) Processes
Descriptive Theories, Prescriptive Theories, and Programs of Instruction
Learning Theories and Programs: Their Relationships With Instructional Theories and Programs
Can Instructional Theories and Programs Be Derived From Learning Theories and Programs?
Regularities of Learning and Instructional Practice
Two Objectives of Instruction
Summary
UNIT II MODELS AND THEORIES OF INSTRUCTION
4. Contributions of Gagné and Briggs to a Prescriptive Model of Instruction
Learning-Theory Background
Selecting Instructional Objectives and Sequencing Instruction
Instructional Events
Instructional Media
Conclusion
Glossary
5. A Behavioral Approach to Instructional Prescription
Introduction
Conditions
Treatments
Matching Treatments and Conditions
Multiple Objectives
Summary
6. The Algo-Heuristic Theory of Instruction
What is the Algo-Heuristic Theory of Instruction About?
Building and Testing Models of Unobservable Cognitive Processes
Algo-Heuristic Prescriptions as a Means of Increasing the Efficiency of Instruction
Some Shortcomings of Conventional Instruction
Additional Definitions
Some Methods of the Management and Development of Algo-Heuristic Processes
An Integrated Model of Instruction
Concluding Remarks and Summary
7. Instructional Strategies Based on the Structural Learning Theory
Introduction
A Prototypic Instructional Strategy Based on the Structural Learning Theory
Essentials of Instructional Theory
Overview of the Structural Learning Theory
8. A Cognitive Theory of Inquiry Teaching
Introduction
The Theory
Conclusion
9. Component Display Theory
Introduction
The Performance-Content Matrix
Presentation Forms
Performance-PPF Consistency
Content-PPF Consistency
Adequacy Rules
Learner Control
Student Conscious Cognitive Processing
Training Materials for CDT
Research Support for CDT
10. The Elaboration Theory of Instruction
Introduction
An Analogy
Strategy Components
The Elaboration Model
Variations of the Model
Using the Elaboration Theory
Support for Validity
Conclusion
11. Motivational Design of Instruction
Introduction
Problems in the Study of Motivation
Motivation and Learning
Motivational-Design Model
Interest
Relevance
Expectancy
Outcomes
Conclusions
INSTRUCTIONAL-DESIGN THEORIES AND MODELS: An Overview of their Current Status
Title Page
Copyright Page
Table of Contents
About This Book
Suggestions for Reading This Book
Foreword
UNIT I INSTRUCTION: WHAT THE DISCIPLINE IS LIKE
1. Instructional Design: What Is It and Why Is It?
Purpose of This Chapter
Why Instructional Design?
How Does Instructional Design Relate to Education
What is Instructional Design Like?
How Should You Read This Book?
History of Instructional-Design Theory
Advanced Topics
2. A Metatheory of Instruction: A Framework for Analyzing and Evaluating Instructional Theories and Models
Introduction
A Proposal for a Metatheory of Instruction
Characteristics of Instructional Theories and Models
Summary
3. Descriptive and Prescriptive Theories of Learning and Instruction: An Analysis of Their Relationships and Interactions
Instructional Processes As A Particular Case of Control (Management) Processes
Descriptive Theories, Prescriptive Theories, and Programs of Instruction
Learning Theories and Programs: Their Relationships With Instructional Theories and Programs
Can Instructional Theories and Programs Be Derived From Learning Theories and Programs?
Regularities of Learning and Instructional Practice
Two Objectives of Instruction
Summary
UNIT II MODELS AND THEORIES OF INSTRUCTION
4. Contributions of Gagné and Briggs to a Prescriptive Model of Instruction
Learning-Theory Background
Selecting Instructional Objectives and Sequencing Instruction
Instructional Events
Instructional Media
Conclusion
Glossary
5. A Behavioral Approach to Instructional Prescription
Introduction
Conditions
Treatments
Matching Treatments and Conditions
Multiple Objectives
Summary
6. The Algo-Heuristic Theory of Instruction
What is the Algo-Heuristic Theory of Instruction About?
Building and Testing Models of Unobservable Cognitive Processes
Algo-Heuristic Prescriptions as a Means of Increasing the Efficiency of Instruction
Some Shortcomings of Conventional Instruction
Additional Definitions
Some Methods of the Management and Development of Algo-Heuristic Processes
An Integrated Model of Instruction
Concluding Remarks and Summary
7. Instructional Strategies Based on the Structural Learning Theory
Introduction
A Prototypic Instructional Strategy Based on the Structural Learning Theory
Essentials of Instructional Theory
Overview of the Structural Learning Theory
8. A Cognitive Theory of Inquiry Teaching
Introduction
The Theory
Conclusion
9. Component Display Theory
Introduction
The Performance-Content Matrix
Presentation Forms
Performance-PPF Consistency
Content-PPF Consistency
Adequacy Rules
Learner Control
Student Conscious Cognitive Processing
Training Materials for CDT
Research Support for CDT
10. The Elaboration Theory of Instruction
Introduction
An Analogy
Strategy Components
The Elaboration Model
Variations of the Model
Using the Elaboration Theory
Support for Validity
Conclusion
11. Motivational Design of Instruction
Introduction
Problems in the Study of Motivation
Motivation and Learning
Motivational-Design Model
Interest
Relevance
Expectancy
Outcomes
Conclusions
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