Designing Effective Instruction, 4th

Morrison

ISBN 10: 0471216518 / ISBN 13: 9780471216513

Published by John Wiley & Sons, Inc., Hoboken, NJ, 2004

About this Item

Book is new, Has a small red ink mark on the lower front cover, otherwise in Excellent condition. Includes Sealed CD. Quantity Available: 1. Shipped Weight: Under 1 kilo. ISBN: 0471216518. ISBN/EAN: 9780471216513. Pictures of this item not already displayed here available upon request. Inventory No: 1560770190.

Seller Inventory # 1560770190

Bibliographic Details

• Title: Designing Effective Instruction, 4th
• Publisher: John Wiley & Sons, Inc., Hoboken, NJ
• Publication Date: 2004
• Language: English
• ISBN 10: 0471216518
• ISBN 13: 9780471216513
• Binding: Softcover
• Edition: 4th Edition.
• Condition: New

About this title

Synopsis

This valuable resource provides instructional designers with the guidance they need to meet the challenge of creating effective and efficient instruction, Designing Effective Instruction:

• Maintains an appropriate balance between theory and applications.
• Presents an eclectic and highly flexible model that can be adapted for use in a variety of settings and situations.
• Gives chapter-opening Getting Started scenarios and questions focus the reader's attention on key points.
• Provides numerous examples based on the authors' experiences in business, higher education, and K-12 education
• Emphasizes the practical application of the instructional design process.
• Contains a sample plan at the end of each primary design chapter.
• Supplies Expert's Edge sections that present real-world insights from practicing instructional designers.

From the Back Cover

Key Benefit: This exciting text offers a solid rationale and a set of specific procedures for designing instruction. Key Topics: Grounded in current instructional design trends, the latest cognitive psychology research, and constructivism, Designing Effective Instruction establishes a foundation for systematic instructional planning, then presents a ten-element model that combines both behavioral and cognitive philosophies to create a flexible, heuristic framework for designing both traditional classroom and non-traditional, interactive learning programs.