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The Systematic Design of Instruction
The Systematic Design of Instruction
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Note: This is the loose-leaf version of The Systematic Design of Instruction and does not include access to the Pearson eText. To order the Pearson eText packaged with the loose-leaf version, use ISBN 0133783693. A classic in the field, The Systematic Design of Instruction, 8/e presents a clear introduction to the fundamentals of instructional design-and the concepts and procedures necessary for analyzing, designing, developing, and evaluating instruction for all delivery formats. This is not a textbook to be memorized, but rather a learning-by-doing resource designed to help students create their own sound, effective instruction. In it readers learn a systematic, thoughtful, inquiry-based approach to creation, which in turn helps ensure the success of students in their charge. It features an intuitive chapter organization, an integrated model that presents research carefully illustrated with academic and business applications, contemporary design examples, sample rubrics and exercises, and annotated references. This new edition has retained the features that have been most popular and helpful in the previous editions, while adding new perspectives and features that keep the text current, including updated references and recommended readings; additional attention to important topics such as learning and portable digital devices; additional tables summarizing and organizing concepts; a serial case study example which applies the text's instructional design concepts; an additional case study in the Appendices; a plan with case study examples; and a helpful, easy-to-use Instructor's Manual.

Language
English
ISBN
978-0-13-282485-9
Cover
Title Page
Copyright Page
Contents
Preface
To the Instructor
Chapter 1 Introduction to Instructional Design
The Dick and Carey Systems Approach Model for Designing Instruction
Components of the Systems Approach Model
Identify Instructional Goal(s)
Conduct Instructional Analysis
Analyze Learners and Contexts
Write Performance Objectives
Develop Assessment Instruments
Develop Instructional Strategy
Develop and Select Instructional Materials
Design and Conduct Formative Evaluation of Instruction
Revise Instruction
Design and Conduct Summative Evaluation
Using the Systems Approach Model
Why Use the Systems Approach?
For Which Instructional Types and Student Groupings Is the Systems Approach Appropriate?
Who Should Use the Systems Approach?
References and Recommended Readings
Chapter 2 Identifying Instructional Goals Using Front-End Analysis
Objectives
Background
Concepts
Performance Analysis
Needs Assessment
Job Analysis
Clarity in Instructional Goals
Learners, Context, and Tools
Criteria for Establishing Instructional Goals
Rubric for Evaluating Instructional Goals
Practice
Feedback
References and Recommended Readings
Examples
Providing Customer Service
Case Study: Group Leadership Training
Leading Group Discussions
Summary
Chapter 3 Conducting a Goal Analysis
Objectives
Background
Concepts
Verbal Information
Intellectual Skills
Psychomotor Skills
Attitudes
Cognitive Strategies
Bloom’s Domains of Learning Outcomes
Goal Analysis Procedures
More Suggestions for Identifying Steps within a Goal
Summary
Rubric for Evaluating a Goal Analysis
Practice
Feedback
References and Recommended Readings
Examples
Intellectual Skills Goals
Psychomotor Skills Goals
Attitudinal Goals
Verbal Information Goals
Typical First Approach to Goal Analysis
Case Study: Group Leadership Training
Chapter 4 Identifying Subordinate and Entry Skills
Objectives
Background
Concepts
Hierarchical Approach
Procedural Analysis
Cluster Analysis
Analysis Techniques for Attitude Goals
Analysis Techniques for Combination Domains
Instructional Analysis Diagrams
Cognitive Task Analysis
Entry Skills
The Tentativeness of Entry Skills
Rubric for Evaluating Subordinate and Entry Skills
Practice
Feedback
References and Recommended Readings
Examples
Subordinate Skills Analysis of a Psychomotor Skill
Subordinate Skills Analysis of an Attitudinal Goal
Identification of Entry Skills
Case Study: Group Leadership Training
Hierarchical Analysis of an Intellectual Skill
Cluster Analysis for Verbal Information Subordinate Skills
Identification of Entry Skills
Summary
Chapter 5 Analyzing Learners and Contexts
Objectives
Background
Concepts
Learner Analysis
Data for Learner Analysis
Performance Context Analysis
Data for Performance Context Analysis
Learning Context Analysis
Data for Learning Context Analysis
Public School Contexts
Evaluation and Revision of the Instructional Analysis
Case Study: Group Leadership Training
Learner Analysis
Performance Context Analysis
Learning Context Analysis
Rubric for Evaluating Analysis of Learners and Contexts
Practice
Feedback
References and Recommended Readings
Examples
Summary
Chapter 6 Writing Performance Objectives
Objectives
Background
Concepts
Performance Objective
The Function of Objectives
Parts of an Objective
Derivation of Behaviors
Derivation of Conditions
Derivation of Criteria
Process for Writing Objectives
Evaluation of Objectives
Rubric for Evaluating Performance Objectives
Practice
Feedback
References and Recommended Readings
Examples
Psychomotor Skills
Attitudes
Case Study: Group Leadership Training
Verbal Information and Intellectual Skills
Summary
Chapter 7 Developing Assessment Instruments
Objectives
Background
Concepts
Norm-Referenced and Criterion-Referenced Tests
Four Types of Criterion-Referenced Tests and Their Uses
Test Design
Mastery Levels
Test Item Criteria
Mastery Criteria
Test Item Format and Performance Objectives
Objective Tests
Alternative Assessment Instruments for Performances, Products, and Attitudes
Portfolio Assessments
Congruence in the Design Process
Rubric for Evaluating Criterion-Referenced Assessments
Practice
Feedback
References and Recommended Readings
Examples
A Checklist for Evaluating Motor Skills
Instrument for Evaluating Behaviors Related to Attitudes
Case Study: Group Leadership Training
Test Items for Verbal Information and Intellectual Skills
Design Evaluation
Summary
Chapter 8 Planning the Instructional Strategy: Theoretical Bases
Objectives
Background
Concepts
Learning Components of Instructional Strategies
Learning Components for Learners of Different Maturity and Ability Levels
Learning Components for Various Learning Outcomes
Learning Components for Constructivist Strategies
Rubric for Evaluating an Instructional Strategy
Practice
Feedback
References and Recommended Readings
Examples
Attitudinal Instructional Goals
Verbal Information Subordinate Skills
Intellectual Skills
Motor Skills
Case Study: Group Leadership Training
Verbal Information Subordinate Skills
Summary
Chapter 9 Planning Logistics and Management for the Instructional Strategy
Objectives
Background
Concepts
Selection of a Delivery System
Content Sequencing and Clustering
Student Groupings
Selection of Media and Delivery Systems
Consolidate Media Selection and Confirm or Select Delivery System
Rubric for Evaluating an Instructional Strategy
Practice
Feedback
References and Recommended Readings
Examples
The Process of Developing an Instructional Strategy
Instructional Strategy Evaluation
Case Study: Group Leadership Training
Cognitive Instructional Strategy
Constructivist Instructional Strategy
Summary
Chapter 10 Developing Instructional Materials
Objectives
Background
Concepts
The Designer’s Role in Materials Development and Instructional Delivery
The Delivery System and Media Selections
Components of an Instructional Package
Existing Instructional Materials
Instructional Materials and Formative Evaluation
Rubric for Evaluating Instructional Materials
Practice
Feedback
References and Recommended Readings
Examples
Steps in the Development of Instruction
Case Study: Group Leadership Training
Preinstructional Activities
Content Presentation and Learning Guidance
Learner Participation
Summary
Chapter 11 Designing and Conducting Formative Evaluations
Objectives
Background
Concepts
Formative Evaluation Designs
Role of Subject-Matter, Learning, and Learner Specialists in Formative Evaluation
One-to-One Evaluation with Learners
Small-Group Evaluation
Field Trial
Formative Evaluation of Selected Materials
Formative Evaluation of Instructor-Led Instruction
Data Collection for Selected Materials and Instructor-Led Instruction
Concerns Influencing Formative Evaluation
Problem Solving during Instructional Design
Rubric for Evaluating Formative Evaluation Procedures
Practice
Feedback
References and Recommended Readings
Examples
Formative Evaluation Activities
Case Study: Group Leadership Training
One-to-One Formative Evaluation Procedures
Small-Group Formative Evaluation Procedures
Instruments for Assessing Learners’ Attitudes about Instruction
Summary
Chapter 12 Revising Instructional Materials
Objectives
Background
Concepts
Data Analysis for One-to-One Trials
Data Analysis for Small-Group and Field Trials
Sequence for Examining Data
Revision Process
Revision of Selected Materials and Instructor-Led Instruction
Case Study: Group Leadership Training
Analysis of Item-by-Objective Data across Tests
Analysis of Data across Tests
Analysis of Attitudinal Data
Plans for Revising Instruction
Rubric for Evaluating Data Summary and Interpretation
Practice
Feedback
References and Recommended Readings
Examples
Summary
Chapter 13 Designing and Conducting Summative Evaluations
Objectives
Background
Concepts
Expert Judgment Phase of Summative Evaluation
Impact Phase of Summative Evaluation
Comparison of Formative and Summative Evaluations
Rubric for Evaluating Summative Evaluations
Practice
Feedback
References and Recommended Readings
Examples
Rating Form for Congruence Analysis
Rating Form for Content Analysis: Evaluating the Completeness and Accuracy of Materials
Rating Form for Design Analysis: Evaluating the Learning and Instructional Strategies in Materials
Rating Forms for Impact Analysis
Case Study: Group Leadership Training
Rating Form for Target Learners’ Attitudes
Summary
Appendixes
Appendix A: Design Decisions from Front-End Analysis and Instructional Goal for Writing Composition
Appendix B: Goal Analysis of the Instructional Goal on Writing Composition
Appendix C: Hierarchical Analysis of Declarative Sentence Portion of Writing Composition Goal with Entry Skill Lines
Appendix D: Analysis of Learner Characteristics, Performance Context, and Learning Context
Appendix E: Design Evaluation Chart for Subordinate Skills, Performance Objectives, and Parallel Test Items
Appendix F: Instructional Strategy for Cognitive Instruction: The Objective Sequence and Clusters, Preinstructional Activities, and Assessment Activities
Appendix G: Instructional Strategy for Content Presentation, Student Participation, and Lesson Time Allocation Based on the Strategy
Appendix H: Plans for a Constructivist Learning Environment
Appendix I: Session 1: Motivational Materials, Unit Objectives, and Assessment for Entry Skills
Appendix J: Session 2: Pretest: Writing Newsletter Article and Using Rubric to Evaluate Article
Appendix K: Session 3: Pretest and Instruction in Subordinate Skills 5.6 through 5.11
Appendix L: Group’s and Individual’s Achievement of Objectives and Attitudes about Instruction
Appendix M: Materials Revision Matrix Analysis
Glossary
A
B
C
D
E
F
G
H
I
J
L
M
N
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P
R
S
T
V
Index
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B
C
D
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K
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P
Q
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