This valuable resource provides instructional designers with the guidance they need to meet the challenge of creating effective and efficient instruction. Maintaining a careful balance between theory and application, the Fourth Edition presents a practical, easy-to-follow approach to instructional design that can be applied to K-12 classrooms, higher education, distance education, and business programs. The authors incorporate behavioral and cognitive approaches into their model, so that readers can reap the benefits of both.
"synopsis" may belong to another edition of this title.
A highly effective model for instructional design that works in any setting
Whether you are designing instructional programs for the business environment, an elementary school, or higher education, you’ll find the proven instructional design strategies you need in this Fifth Edition of DESIGNING EFFECTIVE INSTRUCTION.
Updated and revised, the Fifth Edition equips you with practical skills for successful instructional design. The authors balance theory and application, and borrow from many different disciplines and approaches, including both behavioral and cognitive approaches. The result is an easy-to-follow, highly effective model, flexible enough to accommodate many different needs and objectives.
Collaborative input from leading practitioners and scholars provide insights to the instructional design process through Expert Edge contributions
Dr. Gary R. Morrison teaches courses in Instructional Design and Technology at Old Dominion University in Norfolk, Virginia. During the past twenty years, he has taught courses in instructional design, message design, distance education, instructional technology research, design of computer-based instruction, and individualized instructional methods. Gary also serves as Graduate Program Director for the Instructional Design and Technology Program.
In recent years, his research has focused on instructional strategies, cognitive load theory, distance education, and the integration of technology into the classroom. Gary is author of over 20 book chapters, 50 journal articles, and 100 presentations on instructional technology. He is also the associate editor of the research section of ETR&D, and serves on the editorial boards of the Quarterly Review of Distance Education and Computers in Human Behavior. He is also the past president of the Design and Development and Research & Theory Divisions of AECT.
Gary received a doctorate in Instructional Systems Technology from Indiana University in 1977. After graduation, he worked as instructional designer for the University of Mid-America where he designed college level distance education courses. One of the courses he designed was accepted for broadcast on PBS. After two years at the University of Mid-America, Gary worked as an instructional designer for Solar Turbines International, General Electric's Corporate Consulting Group, and Tenneco Oil Company where he designed courses in a variety of formats for customers and engineers. In 1984, he accepted a faculty position at the University of Memphis where he guided the development of the instructional design and technology program for the next 14 years. In 1998, Gary accepted a faculty position at Wayne State University. In 2004, Gary accepted a position at Old Dominion University as a professor in the Instructional Design and Technology program.
"About this title" may belong to another edition of this title.
Book Description Wiley, 2006. Book Condition: New. Brand New, Unread Copy in Perfect Condition. A+ Customer Service! Summary: Preface.About the Authors.CHAPTER ONE. Introduction to the Instructional Design Process.Getting Started.Questions to Consider?Why Instructional Design?What is Instructional Design?Premises Underlying the Instructional Design Process.Overview of our Design Model.Who's who in the Instructional Design Process.Answering the Critics.Questions . . .Questions . . . Questions.Summary.The ID Process.Application.Answers.References.CHAPTER TWO. Identifying the Need for Instruction.Getting started.Questions to Consider.Is Instruction the Answer?Needs Assessment.Goal Analysis.Performance Assessment.Summary.The ID Process.Applications.Answers.Quality Management.Instructional Design: Decisions and Choices.References.CHAPTER THREE. Learner and Contextual Analysis.Getting Started.Questions to Consider.Types of Learner Characteristics.Contextual Analysis.Summary.The ID Process.Application.Answers.Quality Management.Instructional Design: Decisions and Choices.References.CHAPTER FOUR. Task Analysis.Getting Started.Questions to Consider.Task Analysis.Topic Analysis.Procedural Analysis.The Critical Incident Method.Conducting a Task Analysis.Summary.The ID Process.Application.Answer.Quality Management.Instructional Design: Decisions and Choices.References.CHAPTER FIVE. Instructional Objectives.Getting Started.Questions to Consider.Function of Objectives.Three Objective Domains.Developing Instructional Objectives.Writing Objectives in the Cognitive Domain.Writing Objectives for the Psychomotor Domain.Writing Objectives for the Affective Domain.Classifying Objectives.Difficulties in Writing Objectives.Pros and Cons of Writing Objectives.Summary.The ID Process.Application.Answer.Quality Management.Instructional Design: Decisions and Choices.References.CHAPTER SIX. Designing the Instruction: Sequencing.Getting Started.Questions to Consider.The Posner and Strike Sequencing Schemes.Elaboration Theory Sequencing.From Objectives to Sequencing.Summary.The ID Process.Application.Answers.Quality Management.Instructional Design: Decisions and Choices.References.CHAPTER SEVEN. Designing the Instruction: Strategies.Getting Started.Questions to Consider.Why Instructional Strategies?Prescriptions for Instructional Strategies.Summary.The ID Process.Applications.Answers.Quality Management.Instructional Design: Decisions and Choices.References.CHAPTER EIGHT. Designing the Instructional Message.Getting Started.Questions to Consider.Preinstructional Strategies.Message Design for Text.Pictures and Graphics in Instruction.Summary.The ID Process.Application.Answer.Quality Management.Instructional Design: Decisions and Choices.References.CHAPTER NINE. Developing Instructional Materials.Getting Started.Questions to Consider.Starting the Development of the Instruction.Heuristics for Developing Instruction.Putting Pen to Paper or Fingers to Keyboard.Group Presentations.Self-Paced Learning.Small-Group Formats.Summary.The ID Process.Application.Answer.Quality Management.Instructional Design: Decisions and Choices.References.CHAPTER TEN. The Many Faces of Evaluation.Getting Started.Questions to Consider.Purposes of Evaluation.Relat. Bookseller Inventory # ABE_book_new_0470074264
Book Description Wiley, 2006. Paperback. Book Condition: New. 5. Bookseller Inventory # DADAX0470074264
Book Description Wiley. Book Condition: New. 0470074264 Choose Expedited shipping for fastest delivery. Satisfaction Guaranteed. Orders ship within 1-2 business days w/ free tracking. Bookseller Inventory # Z0470074264ZN
Book Description Paperback. Book Condition: BRAND NEW. BRAND NEW. Fast Shipping. Prompt Customer Service. Satisfaction guaranteed. Bookseller Inventory # 0470074264BNA
Book Description Book Condition: Brand New. Book Condition: Brand New. Bookseller Inventory # 97804700742681.0
Book Description Wiley, 2006. Paperback. Book Condition: New. book. Bookseller Inventory # 0470074264
Book Description Wiley, 2006. Paperback. Book Condition: New. Bookseller Inventory # P110470074264