From Principles of Learning to Strategies for Instruction

Empirically Based Ingredients to Guide Instructional Development
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Robert J. Seidel
560 g
248x165x24 mm

The primary goal of instructional design is improving the quality of learning and instruction. Instructional designers have focused on a number of areas of critical concern and developed a variety of techniques to achieve this goal (Reigeluth, 1983, 1999). Critical areas of concern for those who plan, implement and manage instruction include (a) needs assessment (identifying gaps or deficiencies in knowledge and performance to be addressed in instruction); (b) task analysis (identifying the types of knowledge, skills and attitudes to be developed during instruction); (c) learner analysis (determining who the learners are, what they know, relevant differences, etc. ); (d) instructional strategies (developing strategies appropriate for the task and learners involved); and (e) assessment and evaluation (determining how to assess individual progress and evaluate programs). There are many books already in print that treat the general domain of instructional design, as well as texts that target each of these areas of concerns. Why then another book on these issues? There are several answers to this question. Many of the available books treat instruction as a formal process that proceeds according to specific and detailed instructional systems development models (see, for example, Dick, Carey & Carey, 2005). Indeed, the US military has created a series of handbooks specifying details of the various instructional development processes (see Department of Defense, 1999).
The purpose of this volume is to help educators and training developers to improve the quality of their instruction. Unlike other books, which have appeared so far, this volume is not limited to a particular theoretical position. Nor is it like many of the instructional design texts, which ignore the learning literature. Rather, it draws upon any and all of those research-based principles regardless of learning theory, which suggest heuristics to guide instructional strategies. The approach of the authors is unique in that they develop a framework or model taxonomy for tasks, through which the principles of learning can be related to particular learning processes, suggesting distinctive strategies for specific instructional tasks. The authors present a four-stage model that includes acquisition, automaticity, near term transfer, and far term transfer.
Introduction: Overview: Principles Of Learning And Strategies For Instruction

1: Heuristics And Taxonomy
1. Factors Influencing Acquisition
2. Factors Affecting Transfer Of training
3. Dimensions Affecting Retention
4. Prescriptive Illustration
5. The Interrelatedness Of Domains Of Learning
6. A Potential Taxonomy
7. Schema Construction

2: A Cognitive Domain Example: Reading
1. Introduction
2. Section I: Instructional Guidance
3. Section II: Supporting Research

3: Psychomotor Domain
1. Introduction
2. Section I: Possible Instructional Guidance
3. Section II: Supporting Research
4: Affective Domain
1. Introduction
2. Section I: Instructional Guidance
3. Section II: Supporting Research
5: Interpersonal Domain
1. Introduction
2. Section 1: Possible Instructional Guidance
3. Section II: Supporting Research

6: Suggestions For The Integration Of Technology
1. Technological Accomplishments
2. Section I: Instructional Guidance
3. Section II: Supporting Research
4. Human Concerns: Culture, Organization, And Individual

7: Summary
1. Cognitive Domain
2. Psychomotor Domain
3. Affective Domain
4. Interpersonal Domain
5. Suggestions For The Integration Of Technology
6. Conclusion

About The Authors

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