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Principles of Instructional Design
Fourth Edition
Rober M.Gagne
Leslie J.Briggs
Walter W.Wager
pages 1-19
part one
introduction to instructional systems
instruction is a human undertaking whose prupose is to help people learn.
instruction is a set of events that effect learners in such a way that learning is facilitated.
instruction may include events that are generated by a page of print,by a picture,by a television program,or by a combination of physical objects,among other things,of course,a teacher may play an essential role in the arrangement of any of these event,or,as already mentioned,the learners may be able to manage instructional events themselves
instruction must be planned if it is to be effective
instruction for the support of learning must be something that is planned rather than haphazard,the learning it aids should bring all individuals closer to the goals of optimal use of their talents,enjoyment of life,and adjustment to the physical and social environment.the purpose of planned instruction is to help each person develop as fully as possible,in his or her own individual direction
basic assumptions about instructional design
instructional design must be aimed at aiding the learning of the individual
instructional design has phases that are both immediate and long-range
systematically designed instruction can greatly affect individual human development
instructional design is to ensure that no one is "educationally disadvantaged" and that all students have equal opportunities to use their individual talents to the fullest degree
instructional design should be conducted by means of a systems approach
designed instruction must be based on knowledge of how human beings learn
some learning principles
some time-tested learning principles
contiguity
the principle of contiguity states that the stimulus situation must be presented simultaneously with the desired response
repitition
the principle of repitition states that the stimulus situation and its response need to be repeated,for learning to be improved and for retention to be made more certain
reinforcement
learning of a new act is strengthened when the occurrence of that act is followed by a satisfying state of affairs(that is ,a reward)
the conditions of learning
instruction must take into account a whole set of factors that influence learning
the process of learning
control process
the internal process are as follow
reception of stimuli by receptors
registration of information by sensory registers
selective perception for storage in short-term memory
rehearsal to maintain information in short-term memory
semantic encoding for storage in long-term memory
retrieval from long-term memory to working memory
response generation to effectors
performance in the learner's environment
control of processes through executive strategies
instruction and learning processes
the event of instruction,these events involve the following kinds of activities in roughly this order, relating to the learning processes previously listed:
stimulation to gain attention to ensure the reception of stimuli
informing learner of the learning objective,to establish appropriate expectancies
reminding learners to previously learned content for retrieval from long-term memory
clear and distinctive presentation of material to ensure selective perception
guidance of learning by suitable semantic encoding
eliciting performance,involving response generation
providing feedback about performance
assessing the performance,involving additional response feedback occassions
arranging variety of practice to aid future retrieval and transfer
the contributions of memory
five kinds of learned capabilities
intellectual skills:which permit the learner to carry out symbolically controlled procedures
cognitive strategies:the means by which learners exercise control over their own learning processes
verbal information:the facts and organized "knowledge of the world" stored in the learner's memory
attitude:the internal states that influence the personal action choices a learner makes
motor skill:the movements of skeletal muscles organized to accomplish purposeful actions
multiple aims for instruction must be recognized,the human learner needs to attain several varieties of learned capabilities
intellectual skills as building blocks for instruction
an intellectual skill cannot be learned by being simply looked up or provide to the learner by a verbal communication,it must be learned,recalled,and put into use at the proper time
the learning of one skill aids the learning of other "higher-order" skills
intellectual skills are rich in transfer effects,which bring about the building of increasingly complex structures of intellectual competence
intellectual skills can be reliably observed(learner is able to do)
the rational for instructional design
what is being learned
the derivation of an instructional system
the needs for instruction are investigated as a first step
goals of instruction may be translated into a framework for a curriculum and for the individual courses contained in it
objectives of courses are achieved through learning
the identification of target objectives and the enabling objectives that support them and contribute to their learning makes possible the grouping of these objectives into units of comparable types
the determination of types of capabilities to be learned,and the inference of necessary learning conditions for them,make possible the planning of sequences of instruction
continuation of instructional planning proceeds to the design of units of instruction that are smaller in scope and thus more detailed in character
once a courses has been designed in terms of target objectives,detailed planning of instruction for the individual lesson can proceed
the additional element required for completion of instructional design is a set of procedures for assessment of what students have learned.
the design of lessons and courses with their accompanying techniques of assessing learning outcomes makes possible the planning of entire systems
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