Preface
To the Instwctor
Chapter1 Introduction to Instructional Design
The Dick and Carey Systems Approach Model for Designing Instruction
Components of the Systents Approach Model
Assess Needs to Identify Goal(s)
Conduct Instructional Analysis
Analyze Leamers and Contexts
Write Performance Objectives
Develop Assessment Instruments
Develop Instructional Strategy
Develop and Select Instructional Materials
Design and Conduct the Formative Evaluation of Instruction
Revise Instruction
Design and Conduct Summative Evaluation
Using the Systems Approach Model
What Are the Basic Components of Systematically Designed Instruction?
For Which Instructional Delivery System Is the Systems Approach Appropriate?
Does the Use of the systems Approach Imply that All Instruction Will Be Individualized?
Why Use the Systems Approach?
Who Should Use the systems Approach?
References and Recommended Readings
Chapter2 Assessing Needs to Identify Instructional Goal(s)
Objectives
Background
Concepts
Performance Analysis
Clarimpg InstrUctional Goals
Learners, Context, and Tools
Criteria for Establishing Instructional Goals
Examples
Leading Group Discussions
Needs Assessment
Clarifying the Instructional Goal
Criteria for Establishing Instructional Goals
Providing Customer Service
Summary
Practice
Feedback
References and Recommended Readings
Chapter3 Conducting a Goal Analysis
Objectives
Background
Concepts
Verbal Information
Intellectual Skills
Psychomotor Skills
Attitudes
Goal Analysis Procedures
Analysis of Substeps
More Suggestions for Identifying Steps within a Goal
Examples
Intellectual Skills Goals
Psychomotor Skills Goals
Attitudinal Goals
Verbal Information Goals
Typical First Approach to Goal Analysis
Summary
Practice
Feedback
References and Recommended Readings
Chapter4 Identifying Subordinat Skills and Entry Behaviors
Objectives
Background
Concepts
Hierarchical Approach
Cluster Analysis
Subordinate Skills Analysis Tectriques for Attittide Goals
Combichg Instructional Analysis Techniques
Instructional Analysis Diagrams
Entry Behaviors
The Tentativeness of Entry Behaviors
Examples
Hierarchical Analysis of an Intellectual Skill
Topic
Instructional Goal
Cluster Analysis for Verbal Information Subordinate Skills
Topic
Subordinate Skills
Subordinate Skills Analysis of an Additional Goal That Requires Both Intellectual Skills and Verbal lnformation
Topic
Instructional Goal
Analysis of a Psychomotor Skill
Topic
Instructional Goal
Subordinate Skills Analysis for an Attitudinal Goal
Topic
Instructional Goal
Identification of Entry Behaviors
Summary
Practice
Feedback
References and Recommended Readings
Chaptr5 Analyzing Learners and Contexts
Objectives
Background
Concepts
Learner Analysis
Entry Behaviors
Prior Knowledge of Topic Area
Attitudes Toward Cont6nt and Potential Delivery System
Academic Motivation (ARCS)
Educational and Ability Levels
General Leatw Preferences
Attitudes Toward Tradrig Organization
Group Characteristics
Collecting Data for Learner Analysis
Output
Context Analysis of Performance Setting
Managerial or Supervisor Support
Physical Aspects of the Site
Social Aspects of the Site
Relevance of Skills to Workplace
Collecting Data for Context Analysis in the Performance Setting
Output
Context Analysis of Learning Envirorument
Compatibility of Site with Instructional Requiremens
Adaptability of Site to Simulate Workplace
Adaptability for Delivery Approaches
Deaming-Site Constraints Affecting Design and Delivery
Collecting Data for Context Analysis in the Learning Environrnent
Output
Public School Contexts
Evaluation and Revision of the Instructional Analysis
Examples
Learner Analysis
Performance Context Analysis
Learning Context Analysis
Summary
Practice
Feedback
References and Recornmended Readings
Chapter6 Writing Performance Objectives
Objectives
Background
Concepts
Performance Objective
Components of an Obective
Derivation of Behaviors
Derivation of Conditions
Derivation of Criteria
Process for Writing Obectives
Evaluation of Objectives
The Function of Objectives
Examples
Verbal Information and Intellectual Skills
Verbal Information
Intellectual Skills
Psychomotor Skills
Attitudes
Summary
Practice
Feedback
References and Recommended Readings
Chapter7 Deeloping Assessment Instruments
Objectives
Background
Concepts
Four Types of Criterion-Referenced Tests and Their Uses
Entry Behaviors Test
Pretest
Practice Tests
Posttests
Designing a Test
Determdrig Mastery Levels
Writing Test Items
Goal-Centered Criteria
Learner-Centered Crit6ria
Context-Cefitered Criteria
Assessment-Centered Criteria
Setting Mastery Criteria
Types of Items
Sequencing Items
Writing Directions
Evaluating Tests and Test Items
Developing Insmiments to Measure Performances, Products, and Attitudes
Writing Directions
Developing the Insboment
Identify, Paraphrase, and Sequence Elements
Developing the Response Format
Checklist
Rating Scale
Frequency Count
Scoring Procedure
Using Portfolio Assessments
Evaluating Congruence in the Design Process
Examples
Test Items for Verbal Information and Intellectual Skills
A Checklist for Evaluating Motor Skills
Instrument for Evaluating Behaviors Related to Attitudes
Materials for Evaluating the Design
Summary
Practice
Feedback
References and Recommended Readings
Chapter8 Developing an Instructional Strategy
Objectives
Background
Concepts
Selection of Delivery System
Insboctional Strategies
Content Sequence and Clustering
Content Sequence
Clustering Instruction
Learrting Components of Instructional Strategies
Preinstructional Activities
Motivating Leamers
Informing the Learner of the obectives
Informing the Learner of the Prerequisite Skills
Content Presentation and Examples
Leamer Participation
Assessment
Follow-Through Activities
Memory Skills
Transfer of Learning
Detailed Outline of Learning Components
Leaming Components for Learners of Different Maturity and Ability Levels
Leaming Components for Various Leaming Outcoms
Intellectual Skills
Verbal Ioformation
Motor Skills
Attitudes
Student Groupings
Selection of Media and Delivery Systems
Media Seection for Domains of Leadrig
Media Selection for Certain Task Requirements Found in Obectives
Practical Considerations in Choosing Media and Delivery Systems
Alternative Views About Developing an Instructional Strategy
Developing an Instructional Strategy
Evaluating an InstruCtional Strategy
Fxamples
Sequence and Cluster Objectives
Plan PreinstTuctional, Assessment, and Follow-Through Activities
Plan Content Presentation and Student Participation
Allocate Activities to Sessions
Consolidate Media Selection and Confirm or Select Delivery System
Summary
Practice
Feedback
References and Recommended Readings
Chapter9 Developing Instructional Materials
Objectives
Background
Concepts
The Delivery System and Media Selections
Availability of Existing Instructional Materials
Production and Implementation Constraints
Amount of lnstructor Facilitation
Components of an Instructional Package
Instructional Materials
Assessments
Course Management Information
Selecting Existing InstTuctional Materials
Goal-Centered Criteria for Evaluating Materials
Learner-Centered Criteria for Evaluating Materials
Context-Centered Criteria for Evaluating Materials
Leaming-Centered Criteria for Evaluating Materials
The Designer's Role in Material Development and Instructional Delivery
When the Designer Is Also the Materials Developer and the Instructor
When the Designer Is Not the Instructor
Developing Instructional Materials for Formative Evaluation
Rough Draft Materials
Rapid Prototyping
Materials Development Tools and Resources
Beginning the Development Process
Steps in the Development of Instruction
Examples
Preinstructional Activities
Mediation of Preinstructional Activities
Motivation Materials and Session Objectives
Pretest
Mediation of Pretdst
Conten Presentation
Mediation of Instruction
Instruction
Leamer Participation
Mediation of Learnr Participation and Feedack
Learner Participation Script
Feedback
Suntmary
Practice
Feedback
References and Recommended Readings
Chapter10 Designing and Conducting Formative Evaluations
Objectives
Background
Concepts
Role of Subject-Matter, hearning. and Learner Specialists in Formative Evaluation
One-to-One Evaluation with borners
Criteria
Selecting Learners
Data Collection
Procedures
Assessments and Questionnaires
Leaming Time
Data Interpretation
Outcomes
Small-Group Evaluation
Criteria and Data
Selecting Learners
Procedures
Assessments and Questionnaires
Data Summary and Analysis
outcome
Field Trial
Location of Evaluation
Criteria and Data
Selecting Learners
Procedure for Conducting Field Trial
Data Summary and Interpretation
Outcomes
Formative Evaluation in the Performance Context
Criteria and Data
Selecting Respondents
Procedure
Outcomes
Collecting Data on Reactions to Instruction
Formative Evaluation of Selected Materials
Formative Evaluation of Insttuctor-Led Instruction
Data Collection for Selected Materials and Instructor-Led Instruction
Concerns Influencing Formative Evaluation
Context Concerns
Concerns about Learners
Concerns about Formative Evaluation Outcomes
Concerns with Implementing Formative Evaluation
Problem Solving During Instructional Design
Examples
Formative Evaluation Activities
One-to-One Evaluation
Small-Group Evaluation
Field Trial
Formative Evaluation of Selected Materials and Instructor-Led Instruction
Instruments for Assessing Leamers' Attitudes about Instruction
Summary
Practice
Feedback
References and Recommended Readings
Chapter11 Revising Instructional Materials Objectives
Background
Concepts
Analyzing Data from One-to-One Trials
Analyzing Data from Small-Group and Field Trials
Group's Item-by-obective Performance
Leamers' Item-by-Objective Performance
Learners' Performance Across Tests
Graphing Learners' Performances
Other Types of Data
Sequence for Examining Data
Entry Behaviors
Pretests and Posttests
Instructional Strategy
Learning Time
lnstructional Procedures
Revision Process
Revising Selected Materials and Instructor-Led Instruction
Examples
Summarizing Item-by-Objective Data Across Tests
Surnmarizing and Analyzing Data Across Tests
Surrunarizing Attitudinal Data
Determining How to Revise Instruction
Summary
Practice
Feedback
References and Recommended Readings
Chapter12 Designing and Conducting Summative Evaluations
Objectives
Background
Concepts
Expert Judgment Phase of Summative Evaluation
Congruence Analysis
Organization's Needs
Resources
Content Analysis
Design Analysis
Utility and Feasibility Analysis
Current User Analysis
Field-Trial Phase of Summative Evaluation
Outcomes Analysis
Planning
Preparing
Implementing / Collecting Data
Summarizing Analyzing Data
Reporting Results
Comparison of Formative and Summative Evaluation
Examples
Data Summary Form for the Congruence Analysis
Checklist for Content Analysis:Evaluating the Completeness and Accuracy of Materials
Checklists for Design Analysis:Evaluating the Learning and Instructional Strategies in Materials
Motivation
Types of Learning
Instructional Strategies
Form for Utility and Feasibility Analysis:Expert Judgment
Form for Current Users's Analysis
Summary
Practice
Feedback
References and Recommended Readings
Glossary of Terms
Appendixes
A Description of Problem(Need),Purpose of Instruction,Target Group,and Delivery System
B Goal Analysis of the Instructional Goal on Story Writing
C Hierarchical Analysis of Declarative Sentence Portion of Story-Writing Goal with Entry Behavior Lines
D Design Evaluation Chart Containing Subskills,Performance Objectives,and Parallel Test Items
E Instructional Strategy for Objective Sequence and Clusters,Preinstructional Activities,and Assessment Activities
F Instructional Strategy for the Content Presentation and Student Participation Components and the Lesson Time Allocation Based on the Strategy
G Session 1:Motivational Materials,Unit Objectives,and Assessment of Entry Behaviors
H Session 2:Pretest Story and Rubric to Evaluate Stories
I Session 3:Pretest and Instruction in Subordinate Skills 5.6 through 5.11
J Group's and Individuals' Achievement of Objectives and Attitudes About Instruction
K Materials Revision Analysis Form
Index
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