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Principles of Instructional Design
Fourth Edition
Rober M.Gagne
Leslie J.Briggs
Walter W.Wager
pages 240-
media selection by learning outcomes
implication for media exclusion and media selection of type of learning outcome
intellectual skills
exclude media having no interactive feature
exclude printed discourse for nonreaders
select media providing feedback to learner responses
select audio and visual features for nonreaders
cognitive strategies
exclusion same as for intellectual skills
select media with same features as those for intellectual skills
verbal information
exclude only real equipment or simulator with no verbal accompaniments
exclude complex prose for nonreaders
select media able to present verbal messages and elaborations
select audio and pictonal features for nonreaders
attitudes
exclusions same as for verbal information
select media able to present realistic pictures of human model and the model's message
motor skills
exclude media having no provision for learner response and feedback
select media making possible direct practice of skill with informative feedback
practical consideration in media selection
ensure suitable attention to learning effectiveness
adapting the model to design circumstances
making media decision aimed at ensuring learning effectiveness based upon identification of the type of learning outcomes represented by the lesson objectives
the skilled design team leader must not only adopt,adapt,or design a specific model to fit the project budget and personnel available,but must also develop time periods for specific tasks,make personnel assignments,and monitor the entire management plan
designing the individual lesson
the ultimate goal of instructional design is to produce effective instruction
a lesson or module is generally planned to be a particular length in minutes,which usually means that any significant instructional curriculum is going to require more than a single lesson
in designing a lesson,one needs first to ensure that the events of instruction are provided for,additionally,it is necessary to classify the lesson objectives and arrange that specific events are placed in an appropriate sequence for the attainment of these objectives,the content of the events,or instructional prescriptions,is then written as the lesson content
lesson planning and module design
frequently,teachers select rather than develop instructional material
individualized,self-paced,and adaptive instructional materials
we define individualized instruction as that which takes into consideration the needs of students
self-paced instruction is a phrase implying instructional management by the learner as well as the mediation of instruction
adaptive instruction usually refers to materials and management systems that constantly monitor the progress of the student and change the instructional content based on that student's progress,adaptive instruction involves complex record keeping and decision making and is facilitated by the use of computers
the object of instructional design is to produce a lesson or series of lesson that include consideration of the delivery system being used as well as the needs of the learners
the nature of the lesson will depend a great deal on how it is to be used
classifying objectives by the use of a taxonomy of learning outcomes
sequencing objectives to take account of prerequisites
including the appropriate events of instruction that apply to all domains of outcomes
incorporating into the events of instruction the particular conditions of learning relevant to the domains of the objectives in the lesson
establishing a sequence of objectives
planning a sequence for intellectual skill objectives
learning hierarchy
determing a starting point
one needs to begin the instruction where each student is
a review of earlier skills may be needed at the beginning of each lessono to be sure where is ready recall when the new learning is undertaken
specifying a sequence of lesson
a teacher must decide how much should be included in each lesson,as well as the sequencing of the lesson,following the implications for sequencing discussed earlier,it might often be convenient to teach some boxes as single lesson,other boxes may be combined within one lesson
achievement of skills in sequence
each student will display mastery of prerequisite skills before being asked to learn the next higher skill
the lesson must be so designed that each prerequisite skill can be performed with perfect confidence by the learner before attempting to learn more complex skills in the hierarchy
provisions for diagnosis and relearning
lesson planning which utilizes the hierarchy of intellectual skills may also provide for diagnosis of learning difficulties
if a student has difficulty learning any given skill,the most probabel diagnostic indication is that the student cannot recall how to perform one or more prerequisite skills
if one or more cannot be recalled,then relearning of these prerequisites should be undertaken
sequence in relation to cognitive strategies
the prerequisite skills essential for the learning of cognitive startegies are often simple skills established by prior learning
when cognitive strategies become the target of instruction,they often take the form of a sequence of steps or activities to be performed by the learner in order to help the learner process information in a new way
planning a sequence for verbal information learning
the most important prerequisite for the learning of information is the provision of meaningful context within which the newly learned information can be subsumed or with which it can be,in some meaningful sense,associated
names of labels
the learning of a set of names is facilitated by the use of previously learned organized structures,which the learner has in memory
the learning of new names or labels calls upon previously learned entities stored in the learner's memory
individual facts
organizers
the use of questions or statements to identify the major categories of facts for which learning is desired
organized information
most frequently,an objective in the category of verbal information is the expection that the learner will be able to state a set of facts and priciples in a meaningful,organized manner
planning a sequence for motor skill learning
the capabilities that constitute prerequisites for the learning of a motor skill are the part skills that may compose the skill to be learned and the executive subroutine(the complex rule)that serves to control their execution in the proper order
the particular part skills may themselves have important prerequisites
planning a sequence for attitude learning
the basis for an instructional sequence aimed at establishing an attitude is to be found in the particular verbal information and intellectual skills that become a part of the personal action that the teacher expects the learner to choose as a result of instruction
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