Instructional DesignJohn Wiley & Sons, 7 de dez. de 2004 - 400 páginas A 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). |
Conteúdo
INTRODUCTION | 1 |
The Instructional Design Process | 8 |
FOUNDATIONS OF INSTRUCTIONAL | 17 |
H A P T E | 103 |
ANALYZING | 125 |
8 | 151 |
Assessment of Declarative Knowledge | 167 |
INSTRUCTION | 217 |
Critical Elements of Psychomotor Skills | 275 |
Assessment of Psychomotor Skill Learning | 281 |
103 | 312 |
FORMATIVE AND SUMMATIVE | 326 |
Exercises | 341 |
| 351 | |
A FRAMEWORK FOR INSTRUCTIONAL | 353 |
| 373 | |
INSTRUCTION | 243 |
STRATEGIES FOR ATTITUDE | 259 |
ANALYSIS AND ASSESSMENT | 272 |
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Termos e frases comuns
ability able achieve activities addition analysis answer application apply approach appropriate asked assessment attention attitude attributes begin chapter characteristics cognitive common complete concept consider correct course critical decisions declarative knowledge described determine direct discussion Educational effective environment evaluation example experience feedback Figure given goals identify important individual instructional design instructor involves learners learning learning goals learning task lesson major materials meaning memory ment needs objectives organization particular performance possible practice presented principles prior problem solving procedure production questions reading recall refer represent require response rules sequence similar situations skills solution specific stage steps strategies struction structure suggest task teacher teaching techniques Technology theory thinking tion writing