{"product_id":"instructional-design-9780471393535","title":"Instructional Design","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eBasic principles and practical strategies to promote learning in any setting! From K-12 to corporate training settings--the Third Edition of Patricia Smith and Tillman Ragan's thorough, research-based text equips you with the solid foundation you need to design instruction and environments that really facilitate learning.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eI INTRODUCTION 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 1 INTRODUCTION TO INSTRUCTIONAL DESIGN 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 4\u003c\/p\u003e \u003cp\u003eWhat Does Instructional Design Mean? 4\u003c\/p\u003e \u003cp\u003eWhat is Design? 6\u003c\/p\u003e \u003cp\u003eThe Instructional Design Process 8\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 2 FOUNDATIONS OF INSTRUCTIONAL DESIGN 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Discuss Philosophy and Theory in an Instructional Design Text? 18\u003c\/p\u003e \u003cp\u003eThe Philosophical Perspectives of Instructional Design 18\u003c\/p\u003e \u003cp\u003eWhat Is Theory? 23\u003c\/p\u003e \u003cp\u003eMajor Theory Bases Contributing to Instructional Design 23\u003c\/p\u003e \u003cp\u003e\u003cb\u003eII ANALYSIS AND ASSESSMENT 39\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 3 INSTRUCTIONAL ANALYSIS: ANALYZING THE LEARNING CONTEXT 41\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of Analysis 42\u003c\/p\u003e \u003cp\u003eDetermining Instructional Needs 43\u003c\/p\u003e \u003cp\u003eDescribing the Learning Environment 49\u003c\/p\u003e \u003cp\u003eWorking with an Expert 52\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 4 INSTRUCTIONAL ANALYSIS: ANALYZING THE LEARNERS 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAn Overview of Learner Analysis 58\u003c\/p\u003e \u003cp\u003eSimilarities and Differences between Learners 59\u003c\/p\u003e \u003cp\u003eChanging Similarities 65\u003c\/p\u003e \u003cp\u003eSignificance of Types of Learner Characteristics 69\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 5 INSTRUCTIONAL ANALYSIS: ANALYZING THE LEARNING TASK 75\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of Analysis of the Learning Task 76\u003c\/p\u003e \u003cp\u003eWriting Learning Goals 77\u003c\/p\u003e \u003cp\u003eDetermining Types of Learning 78\u003c\/p\u003e \u003cp\u003eConducting an Information-Processing Analysis 83\u003c\/p\u003e \u003cp\u003eWriting Learning Objectives 94\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 6 ASSESSING LEARNING FROM INSTRUCTION 103\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAn Overview of Assessment of Learning from Instruction 104\u003c\/p\u003e \u003cp\u003ePurposes of Evaluation 104\u003c\/p\u003e \u003cp\u003ePurposes and Models of Assessment of Learners’ Achievement 105\u003c\/p\u003e \u003cp\u003eTypes of Assessments 107\u003c\/p\u003e \u003cp\u003eCharacteristics of Good Assessment Instruments 108\u003c\/p\u003e \u003cp\u003eFormats of Assessment 112\u003c\/p\u003e \u003cp\u003eItem Specifications 116\u003c\/p\u003e \u003cp\u003eAssessment Instrument Blueprints 121\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIII INSTRUCTIONAL STRATEGIES 125\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 7 A FRAMEWORK FOR INSTRUCTIONAL STRATEGY DESIGN 127\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAn Overview of Instructional Strategy Concerns in Instructional Design 128\u003c\/p\u003e \u003cp\u003eExercise A 128\u003c\/p\u003e \u003cp\u003eLesson-Level Organizational Strategies 129\u003c\/p\u003e \u003cp\u003eLessons and Learning Environments 131\u003c\/p\u003e \u003cp\u003eExercise B 140\u003c\/p\u003e \u003cp\u003eAlternatives in Locus of Information Processing 141\u003c\/p\u003e \u003cp\u003eSupplantive and Generative Strategies of Instruction 142\u003c\/p\u003e \u003cp\u003eTypes of Learning and Instructional Strategies 143\u003c\/p\u003e \u003cp\u003eExercise C 146\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 8 STRATEGIES FOR DECLARATIVE KNOWLEDGE INSTRUCTION 151\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 152\u003c\/p\u003e \u003cp\u003eA Review of Declarative Knowledge Learning 152\u003c\/p\u003e \u003cp\u003eCognitive Processes of Learning Declarative Knowledge 153\u003c\/p\u003e \u003cp\u003eConditions Supporting Declarative Knowledge Learning and Example Lessons 156\u003c\/p\u003e \u003cp\u003eAssessment of Declarative Knowledge 167\u003c\/p\u003e \u003cp\u003eExercises 167\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 9 STRATEGIES FOR INSTRUCTION LEADING TO CONCEPT LEARNING 171\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Review of Concept Learning 172\u003c\/p\u003e \u003cp\u003eCognitive Processes and Structures in Concept Learning 173\u003c\/p\u003e \u003cp\u003eEssential Conditions of Learning Concepts 175\u003c\/p\u003e \u003cp\u003eAssessment of Concept Learning 180\u003c\/p\u003e \u003cp\u003eExercises 181\u003c\/p\u003e \u003cp\u003eExamples Concept Lesson 182\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 10 STRATEGIES FOR INSTRUCTION LEADING TO LEARNING PROCEDURES 188\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Review of Learning to Apply a Procedure 189\u003c\/p\u003e \u003cp\u003eCognitive Processes Involved in the Learning of Procedures 190\u003c\/p\u003e \u003cp\u003eConditions Supporting the Learning of Procedures 190\u003c\/p\u003e \u003cp\u003eAsessment of Procedure Learning 197\u003c\/p\u003e \u003cp\u003eExample Procedure Learning Lesson 198\u003c\/p\u003e \u003cp\u003eExercises 202\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 11 STRATEGIES FOR INSTRUCTION LEADING TO PRINCIPLE LEARNING 204\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Review of Principle Learning 205\u003c\/p\u003e \u003cp\u003eExercises 206\u003c\/p\u003e \u003cp\u003eCognitive Processes of Learning Principles 206\u003c\/p\u003e \u003cp\u003eConditions Supporting Learning Principles 207\u003c\/p\u003e \u003cp\u003eAssessment of Principle Application 211\u003c\/p\u003e \u003cp\u003eExample Principle Application Lesson 212\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 12 STRATEGIES FOR PROBLEM-SOLVING INSTRUCTION 217\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Review of Problem-Solving Learning 218\u003c\/p\u003e \u003cp\u003eCognitive Requirements of Problem-Solving Learning 219\u003c\/p\u003e \u003cp\u003eProblem-Solving Task-Analysis 222\u003c\/p\u003e \u003cp\u003eThe Differences between Expert and Novice Problem Solvers 222\u003c\/p\u003e \u003cp\u003eInstructional Events for a Problem-Solving Lesson 223\u003c\/p\u003e \u003cp\u003eAssessment of Problem Solving Learning 227\u003c\/p\u003e \u003cp\u003eMacrostrategies for Problem-Solving Instruction 228\u003c\/p\u003e \u003cp\u003eExample Problem Solving Lesson 234\u003c\/p\u003e \u003cp\u003eExercise 237\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 13 STRATEGIES FOR COGNITIVE STRATEGY INSTRUCTION 243\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Review of Cognitive Strategy Learning 244\u003c\/p\u003e \u003cp\u003eCognitive Requirements of Cognitive Strategy Learning 246\u003c\/p\u003e \u003cp\u003eGeneral Approaches to Teaching Cognitive Strategies 247\u003c\/p\u003e \u003cp\u003eEvents of Instruction for Teaching Cognitive Strategies 248\u003c\/p\u003e \u003cp\u003eImpediments to Strategy Use 253\u003c\/p\u003e \u003cp\u003eAssessment of Cognitive Strategy Learning 254\u003c\/p\u003e \u003cp\u003eExercise 255\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 14 STRATEGIES FOR ATTITUDE LEARNING 259\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 260\u003c\/p\u003e \u003cp\u003eInstruction for Attitude Objectives 260\u003c\/p\u003e \u003cp\u003eExercise A 260\u003c\/p\u003e \u003cp\u003eA Review of Attitude Learning 262\u003c\/p\u003e \u003cp\u003eExercise B 265\u003c\/p\u003e \u003cp\u003eExample Attitude Lesson 265\u003c\/p\u003e \u003cp\u003eInstructional Conditions for Attitude Objectives 265\u003c\/p\u003e \u003cp\u003eAssessment of Attitude Learning 266\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 15 STRATEGIES FOR PSYCHOMOTOR SKILL LEARNING 272\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 273\u003c\/p\u003e \u003cp\u003eA Review of Psychomotor Learning 273\u003c\/p\u003e \u003cp\u003eExercise A 275\u003c\/p\u003e \u003cp\u003eCritical Elements of Psychomotor Skills 275\u003c\/p\u003e \u003cp\u003eExercise B 277\u003c\/p\u003e \u003cp\u003eA General Procedure for Teaching Psychomotor Skills 279\u003c\/p\u003e \u003cp\u003eAssessment of Psychomotor Skill Learning 281\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 16 MACRO STRATEGIES: INTEGRATION OF TYPES OF LEARNING 285\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 286\u003c\/p\u003e \u003cp\u003eCurriculum Sequencing Structures 286\u003c\/p\u003e \u003cp\u003eExercise A 290\u003c\/p\u003e \u003cp\u003eIntegrative Curriculum Tools and Concepts 290\u003c\/p\u003e \u003cp\u003eAlternative Views of Curriculum Design 293\u003c\/p\u003e \u003cp\u003eTechnology’s Assistance to Integrated Curriculum\u003c\/p\u003e \u003cp\u003eDesigns 295\u003c\/p\u003e \u003cp\u003ePrescriptions for Curriculum Design 296\u003c\/p\u003e \u003cp\u003eExercise B 296\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIV IMPLEMENTATION ,MANAGEMENT,AND EVALUATION 301\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 17 IMPLEMENTATION 303\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of Implementation 304\u003c\/p\u003e \u003cp\u003eWhat is Implementation? 304\u003c\/p\u003e \u003cp\u003eWhat is the Role of Implementation in Instructional Design? 304\u003c\/p\u003e \u003cp\u003eImportance of Considering Implementation 305\u003c\/p\u003e \u003cp\u003eTiming of Implementation 305\u003c\/p\u003e \u003cp\u003eStages of the Adoption Process 305\u003c\/p\u003e \u003cp\u003ePrinciples for Encouraging Implementation 306\u003c\/p\u003e \u003cp\u003eAn Approach to Facilitating Implementation: CBAM 307\u003c\/p\u003e \u003cp\u003eFidelity of Implementation 308\u003c\/p\u003e \u003cp\u003eAdoption, Adaptation, and Integration 308\u003c\/p\u003e \u003cp\u003eEmbodiment as Implementation 309\u003c\/p\u003e \u003cp\u003eExercises 309\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 18 MANAGEMENT OF INSTRUCTION 312\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of Management of Instruction 313\u003c\/p\u003e \u003cp\u003eWhy Should a Designer Know Project Management 313\u003c\/p\u003e \u003cp\u003eDefining Project Management 313\u003c\/p\u003e \u003cp\u003eProject Management in Instructional Design 314\u003c\/p\u003e \u003cp\u003eStandards for Project Management 315\u003c\/p\u003e \u003cp\u003eProject Integration Management 316\u003c\/p\u003e \u003cp\u003eProject Scope Management 316\u003c\/p\u003e \u003cp\u003eProject Time Management 316\u003c\/p\u003e \u003cp\u003eProject Cost Management 318\u003c\/p\u003e \u003cp\u003eProject Human Resource Management 318\u003c\/p\u003e \u003cp\u003eRisk, Change, and Crisis Management 319\u003c\/p\u003e \u003cp\u003eMacro-Level and Micro-Level Management Issues 320\u003c\/p\u003e \u003cp\u003eInstructional Management 321\u003c\/p\u003e \u003cp\u003eIntegrated Learning Systems 321\u003c\/p\u003e \u003cp\u003eCourse Management Systems 322\u003c\/p\u003e \u003cp\u003eExercises 323\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 19 FORMATIVE AND SUMMATIVE EVALUATION 326\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEvaluating Instructional Materials 327\u003c\/p\u003e \u003cp\u003eOverview of Formative Evaluation 327\u003c\/p\u003e \u003cp\u003ePhases of Formative Evaluation 328\u003c\/p\u003e \u003cp\u003eExercises 341\u003c\/p\u003e \u003cp\u003eAn Overview of Summative Evaluation 342\u003c\/p\u003e \u003cp\u003eAlternative Approaches to Summative Evaluation 343\u003c\/p\u003e \u003cp\u003eProcedures for Summative Evaluation 344\u003c\/p\u003e \u003cp\u003e\u003cb\u003eV CONCLUSION 353\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 20 CONCLUSIONS AND FUTURE DIRECTIONS 355\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview 356\u003c\/p\u003e \u003cp\u003eA Summary of the Major Principles Guiding Instructional Design 356\u003c\/p\u003e \u003cp\u003e“Appropriate” Instructional Design 356\u003c\/p\u003e \u003cp\u003eResources 357\u003c\/p\u003e \u003cp\u003eCriticality 358\u003c\/p\u003e \u003cp\u003eAccountability 359\u003c\/p\u003e \u003cp\u003eExpectations\/Requirements of the Client Agency 359\u003c\/p\u003e \u003cp\u003eExercise A 363\u003c\/p\u003e \u003cp\u003eWhat Instructional Designers Do 359\u003c\/p\u003e \u003cp\u003eFuture Directions for Instructional Design 364\u003c\/p\u003e \u003cp\u003eNew Assumptions 368\u003c\/p\u003e \u003cp\u003eExercise B 368\u003c\/p\u003e \u003cp\u003eAuthor index 373\u003c\/p\u003e \u003cp\u003eSubject index 377\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default 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