{"product_id":"instructional-design-paperback-softback-9780471393535","title":"Instructional Design (Paperback \/ softback) 9780471393535","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eInstructional Design\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cfont size=\"4\"\u003ePatricia L. Smith (Author), Tillman J. Ragan (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780471393535, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 9 December 2004\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e400 pages\u003cbr\u003e27.7 x 21.3 x 2 cm, 0.839 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eA well-documented, theory-based treatment that focuses on instructional design’s application to industry and K-12 education. Offers extensive procedural assistance, emphasizing the foundations and first principles upon which most of the models and procedures in the field are built. An Extended Example (now online) showcases applications of concepts and techniques using a single subject area and course (Digital Photography).\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003cb\u003eI INTRODUCTION 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 1 INTRODUCTION TO INSTRUCTIONAL DESIGN 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 4\u003c\/p\u003e \u003cp\u003eWhat Does Instructional Design Mean? 4\u003c\/p\u003e \u003cp\u003eWhat is Design? 6\u003c\/p\u003e \u003cp\u003eThe Instructional Design Process 8\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 2 FOUNDATIONS OF INSTRUCTIONAL DESIGN 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Discuss Philosophy and Theory in an Instructional Design Text? 18\u003c\/p\u003e \u003cp\u003eThe Philosophical Perspectives of Instructional Design 18\u003c\/p\u003e \u003cp\u003eWhat Is Theory? 23\u003c\/p\u003e \u003cp\u003eMajor Theory Bases Contributing to Instructional Design 23\u003c\/p\u003e \u003cp\u003e\u003cb\u003eII ANALYSIS AND ASSESSMENT 39\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 3 INSTRUCTIONAL ANALYSIS: ANALYZING THE LEARNING CONTEXT 41\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of Analysis 42\u003c\/p\u003e \u003cp\u003eDetermining Instructional Needs 43\u003c\/p\u003e \u003cp\u003eDescribing the Learning Environment 49\u003c\/p\u003e \u003cp\u003eWorking with an Expert 52\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 4 INSTRUCTIONAL ANALYSIS: ANALYZING THE LEARNERS 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAn Overview of Learner Analysis 58\u003c\/p\u003e \u003cp\u003eSimilarities and Differences between Learners 59\u003c\/p\u003e \u003cp\u003eChanging Similarities 65\u003c\/p\u003e \u003cp\u003eSignificance of Types of Learner Characteristics 69\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 5 INSTRUCTIONAL ANALYSIS: ANALYZING THE LEARNING TASK 75\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of Analysis of the Learning Task 76\u003c\/p\u003e \u003cp\u003eWriting Learning Goals 77\u003c\/p\u003e \u003cp\u003eDetermining Types of Learning 78\u003c\/p\u003e \u003cp\u003eConducting an Information-Processing Analysis 83\u003c\/p\u003e \u003cp\u003eWriting Learning Objectives 94\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 6 ASSESSING LEARNING FROM INSTRUCTION 103\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAn Overview of Assessment of Learning from Instruction 104\u003c\/p\u003e \u003cp\u003ePurposes of Evaluation 104\u003c\/p\u003e \u003cp\u003ePurposes and Models of Assessment of Learners’ Achievement 105\u003c\/p\u003e \u003cp\u003eTypes of Assessments 107\u003c\/p\u003e \u003cp\u003eCharacteristics of Good Assessment Instruments 108\u003c\/p\u003e \u003cp\u003eFormats of Assessment 112\u003c\/p\u003e \u003cp\u003eItem Specifications 116\u003c\/p\u003e \u003cp\u003eAssessment Instrument Blueprints 121\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIII INSTRUCTIONAL STRATEGIES 125\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 7 A FRAMEWORK FOR INSTRUCTIONAL STRATEGY DESIGN 127\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAn Overview of Instructional Strategy Concerns in Instructional Design 128\u003c\/p\u003e \u003cp\u003eExercise A 128\u003c\/p\u003e \u003cp\u003eLesson-Level Organizational Strategies 129\u003c\/p\u003e \u003cp\u003eLessons and Learning Environments 131\u003c\/p\u003e \u003cp\u003eExercise B 140\u003c\/p\u003e \u003cp\u003eAlternatives in Locus of Information Processing 141\u003c\/p\u003e \u003cp\u003eSupplantive and Generative Strategies of Instruction 142\u003c\/p\u003e \u003cp\u003eTypes of Learning and Instructional Strategies 143\u003c\/p\u003e \u003cp\u003eExercise C 146\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 8 STRATEGIES FOR DECLARATIVE KNOWLEDGE INSTRUCTION 151\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 152\u003c\/p\u003e \u003cp\u003eA Review of Declarative Knowledge Learning 152\u003c\/p\u003e \u003cp\u003eCognitive Processes of Learning Declarative Knowledge 153\u003c\/p\u003e \u003cp\u003eConditions Supporting Declarative Knowledge Learning and Example Lessons 156\u003c\/p\u003e \u003cp\u003eAssessment of Declarative Knowledge 167\u003c\/p\u003e \u003cp\u003eExercises 167\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 9 STRATEGIES FOR INSTRUCTION LEADING TO CONCEPT LEARNING 171\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Review of Concept Learning 172\u003c\/p\u003e \u003cp\u003eCognitive Processes and Structures in Concept Learning 173\u003c\/p\u003e \u003cp\u003eEssential Conditions of Learning Concepts 175\u003c\/p\u003e \u003cp\u003eAssessment of Concept Learning 180\u003c\/p\u003e \u003cp\u003eExercises 181\u003c\/p\u003e \u003cp\u003eExamples Concept Lesson 182\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 10 STRATEGIES FOR INSTRUCTION LEADING TO LEARNING PROCEDURES 188\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Review of Learning to Apply a Procedure 189\u003c\/p\u003e \u003cp\u003eCognitive Processes Involved in the Learning of Procedures 190\u003c\/p\u003e \u003cp\u003eConditions Supporting the Learning of Procedures 190\u003c\/p\u003e \u003cp\u003eAsessment of Procedure Learning 197\u003c\/p\u003e \u003cp\u003eExample Procedure Learning Lesson 198\u003c\/p\u003e \u003cp\u003eExercises 202\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 11 STRATEGIES FOR INSTRUCTION LEADING TO PRINCIPLE LEARNING 204\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Review of Principle Learning 205\u003c\/p\u003e \u003cp\u003eExercises 206\u003c\/p\u003e \u003cp\u003eCognitive Processes of Learning Principles 206\u003c\/p\u003e \u003cp\u003eConditions Supporting Learning Principles 207\u003c\/p\u003e \u003cp\u003eAssessment of Principle Application 211\u003c\/p\u003e \u003cp\u003eExample Principle Application Lesson 212\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 12 STRATEGIES FOR PROBLEM-SOLVING INSTRUCTION 217\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Review of Problem-Solving Learning 218\u003c\/p\u003e \u003cp\u003eCognitive Requirements of Problem-Solving Learning 219\u003c\/p\u003e \u003cp\u003eProblem-Solving Task-Analysis 222\u003c\/p\u003e \u003cp\u003eThe Differences between Expert and Novice Problem Solvers 222\u003c\/p\u003e \u003cp\u003eInstructional Events for a Problem-Solving Lesson 223\u003c\/p\u003e \u003cp\u003eAssessment of Problem Solving Learning 227\u003c\/p\u003e \u003cp\u003eMacrostrategies for Problem-Solving Instruction 228\u003c\/p\u003e \u003cp\u003eExample Problem Solving Lesson 234\u003c\/p\u003e \u003cp\u003eExercise 237\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 13 STRATEGIES FOR COGNITIVE STRATEGY INSTRUCTION 243\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Review of Cognitive Strategy Learning 244\u003c\/p\u003e \u003cp\u003eCognitive Requirements of Cognitive Strategy Learning 246\u003c\/p\u003e \u003cp\u003eGeneral Approaches to Teaching Cognitive Strategies 247\u003c\/p\u003e \u003cp\u003eEvents of Instruction for Teaching Cognitive Strategies 248\u003c\/p\u003e \u003cp\u003eImpediments to Strategy Use 253\u003c\/p\u003e \u003cp\u003eAssessment of Cognitive Strategy Learning 254\u003c\/p\u003e \u003cp\u003eExercise 255\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 14 STRATEGIES FOR ATTITUDE LEARNING 259\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 260\u003c\/p\u003e \u003cp\u003eInstruction for Attitude Objectives 260\u003c\/p\u003e \u003cp\u003eExercise A 260\u003c\/p\u003e \u003cp\u003eA Review of Attitude Learning 262\u003c\/p\u003e \u003cp\u003eExercise B 265\u003c\/p\u003e \u003cp\u003eExample Attitude Lesson 265\u003c\/p\u003e \u003cp\u003eInstructional Conditions for Attitude Objectives 265\u003c\/p\u003e \u003cp\u003eAssessment of Attitude Learning 266\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 15 STRATEGIES FOR PSYCHOMOTOR SKILL LEARNING 272\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 273\u003c\/p\u003e \u003cp\u003eA Review of Psychomotor Learning 273\u003c\/p\u003e \u003cp\u003eExercise A 275\u003c\/p\u003e \u003cp\u003eCritical Elements of Psychomotor Skills 275\u003c\/p\u003e \u003cp\u003eExercise B 277\u003c\/p\u003e \u003cp\u003eA General Procedure for Teaching Psychomotor Skills 279\u003c\/p\u003e \u003cp\u003eAssessment of Psychomotor Skill Learning 281\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 16 MACRO STRATEGIES: INTEGRATION OF TYPES OF LEARNING 285\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 286\u003c\/p\u003e \u003cp\u003eCurriculum Sequencing Structures 286\u003c\/p\u003e \u003cp\u003eExercise A 290\u003c\/p\u003e \u003cp\u003eIntegrative Curriculum Tools and Concepts 290\u003c\/p\u003e \u003cp\u003eAlternative Views of Curriculum Design 293\u003c\/p\u003e \u003cp\u003eTechnology’s Assistance to Integrated Curriculum\u003c\/p\u003e \u003cp\u003eDesigns 295\u003c\/p\u003e \u003cp\u003ePrescriptions for Curriculum Design 296\u003c\/p\u003e \u003cp\u003eExercise B 296\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIV IMPLEMENTATION ,MANAGEMENT,AND EVALUATION 301\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 17 IMPLEMENTATION 303\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of Implementation 304\u003c\/p\u003e \u003cp\u003eWhat is Implementation? 304\u003c\/p\u003e \u003cp\u003eWhat is the Role of Implementation in Instructional Design? 304\u003c\/p\u003e \u003cp\u003eImportance of Considering Implementation 305\u003c\/p\u003e \u003cp\u003eTiming of Implementation 305\u003c\/p\u003e \u003cp\u003eStages of the Adoption Process 305\u003c\/p\u003e \u003cp\u003ePrinciples for Encouraging Implementation 306\u003c\/p\u003e \u003cp\u003eAn Approach to Facilitating Implementation: CBAM 307\u003c\/p\u003e \u003cp\u003eFidelity of Implementation 308\u003c\/p\u003e \u003cp\u003eAdoption, Adaptation, and Integration 308\u003c\/p\u003e \u003cp\u003eEmbodiment as Implementation 309\u003c\/p\u003e \u003cp\u003eExercises 309\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 18 MANAGEMENT OF INSTRUCTION 312\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of Management of Instruction 313\u003c\/p\u003e \u003cp\u003eWhy Should a Designer Know Project Management 313\u003c\/p\u003e \u003cp\u003eDefining Project Management 313\u003c\/p\u003e \u003cp\u003eProject Management in Instructional Design 314\u003c\/p\u003e \u003cp\u003eStandards for Project Management 315\u003c\/p\u003e \u003cp\u003eProject Integration Management 316\u003c\/p\u003e \u003cp\u003eProject Scope Management 316\u003c\/p\u003e \u003cp\u003eProject Time Management 316\u003c\/p\u003e \u003cp\u003eProject Cost Management 318\u003c\/p\u003e \u003cp\u003eProject Human Resource Management 318\u003c\/p\u003e \u003cp\u003eRisk, Change, and Crisis Management 319\u003c\/p\u003e \u003cp\u003eMacro-Level and Micro-Level Management Issues 320\u003c\/p\u003e \u003cp\u003eInstructional Management 321\u003c\/p\u003e \u003cp\u003eIntegrated Learning Systems 321\u003c\/p\u003e \u003cp\u003eCourse Management Systems 322\u003c\/p\u003e \u003cp\u003eExercises 323\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 19 FORMATIVE AND SUMMATIVE EVALUATION 326\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEvaluating Instructional Materials 327\u003c\/p\u003e \u003cp\u003eOverview of Formative Evaluation 327\u003c\/p\u003e \u003cp\u003ePhases of Formative Evaluation 328\u003c\/p\u003e \u003cp\u003eExercises 341\u003c\/p\u003e \u003cp\u003eAn Overview of Summative Evaluation 342\u003c\/p\u003e \u003cp\u003eAlternative Approaches to Summative Evaluation 343\u003c\/p\u003e \u003cp\u003eProcedures for Summative Evaluation 344\u003c\/p\u003e \u003cp\u003e\u003cb\u003eV CONCLUSION 353\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 20 CONCLUSIONS AND FUTURE DIRECTIONS 355\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview 356\u003c\/p\u003e \u003cp\u003eA Summary of the Major Principles Guiding Instructional Design 356\u003c\/p\u003e \u003cp\u003e“Appropriate” Instructional Design 356\u003c\/p\u003e \u003cp\u003eResources 357\u003c\/p\u003e \u003cp\u003eCriticality 358\u003c\/p\u003e \u003cp\u003eAccountability 359\u003c\/p\u003e \u003cp\u003eExpectations\/Requirements of the Client Agency 359\u003c\/p\u003e \u003cp\u003eExercise A 363\u003c\/p\u003e \u003cp\u003eWhat Instructional Designers Do 359\u003c\/p\u003e \u003cp\u003eFuture Directions for Instructional Design 364\u003c\/p\u003e \u003cp\u003eNew Assumptions 368\u003c\/p\u003e \u003cp\u003eExercise B 368\u003c\/p\u003e \u003cp\u003eAuthor index 373\u003c\/p\u003e \u003cp\u003eSubject index 377\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Education [\u003ca title=\"See our other books on Education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Education%20%5BJN%5D%22\"\u003eJN\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley","offers":[{"title":"Brand New","offer_id":52293466456344,"sku":"9780471393535","price":194.19,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9780471393535.jpg?v=1781640526","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/instructional-design-paperback-softback-9780471393535","provider":"Freshly Printed Books","version":"1.0","type":"link"}