Description
Springer From Principles Of Learning To Strategies For Instruction by Robert J. Seidel , Kathleen C. Perencevich , Allyson L. Kett
The primary goal of instructional design is improving the quality of learning and instruction. Instructional designers have focused on a number of areas of critical concern and developed a variety of techniques to achieve this goal (Reigeluth, 1983, 1999). Critical areas of concern for those who plan, implement and manage instruction include (a) needs assessment (identifying gaps or deficiencies in knowledge and performance to be addressed in instruction); (b) task analysis (identifying the types of knowledge, skills and attitudes to be developed during instruction); (c) learner analysis (determining who the learners are, what they know, relevant differences, etc. ); (d) instructional strategies (developing strategies appropriate for the task and learners involved); and (e) assessment and evaluation (determining how to assess individual progress and evaluate programs). There are many books already in print that treat the general domain of instructional design, as well as texts that target each of these areas of concerns. Why then another book on these issues? There are several answers to this question. Many of the available books treat instruction as a formal process that proceeds according to specific and detailed instructional systems development models (see, for example, Dick, Carey & Carey, 2005). Indeed, the US military has created a series of handbooks specifying details of the various instructional development processes (see Department of Defense, 1999). Preface AcknowledgementsIntroduction: Overview: Principles Of Learning And Strategies For Instruction1: Heuristics And Taxonomy1. Factors Influencing Acquisition 2. Factors Affecting Transfer Of training3. Dimensions Affecting Retention4. Prescriptive Illustration5. The Interrelatedness Of Domains Of Learning6. A Potential Taxonomy7. Schema Construction2: A Cognitive Domain Example: Reading 1. Introduction 2. Section I: Instructional Guidance 3. Section II: Supporting Research3: Psychomotor Domain 1. Introduction 2. Section I: Possible Instructional Guidance 3. Section II: Supporting Research 4: Affective Domain 1. Introduction 2. Section I: Instructional Guidance 3. Section II: Supporting Research 5: Interpersonal Domain1. Introduction2. Section 1: Possible Instructional Guidance3. Section II: Supporting Research6: Suggestions For The Integration Of Technology1. Technological Accomplishments 2. Section I: Instructional Guidance3. Section II: Supporting Research4. Human Concerns: Culture, Organization, And Individual7: Summary 1. Cognitive Domain 2. Psychomotor Domain3. Affective Domain4. Interpersonal Domain5. Suggestions For The Integration Of Technology6. ConclusionAbout The Authors Index