Instructional-Design Theories and Models, Volume I

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Table of Contents

Foreword by David R. Krathwohl

UNIT I
INSTRUCTION: WHAT THE DISCIPLINE IS LIKE

Summary

1. Instructional Design: What Is It and Why Is It?

Charles M. Reigeluth

    Purpose of This Chapter

    Why Instructional Design?

    How Does Instructional Design Relate to Education

    What is Instructional Design Like?

    How Should You Read This Book?

    History of Instructional-Design Theory

    Advanced Topics

2. A Metatheory of Instruction: A Framework for Analyzing and Evaluating Instructional Theories and Models

George L. Gropper

Introduction

A Proposal for a Metatheory of Instruction

Characteristics of Instructional Theories and Models

Summary

3. Descriptive and Prescriptive Theories of Learning and Instruction: An Analysis of Their Relationships and Interactions

Lev N. Landa

Instructional Processes As A Particular Case of Control (Management) Processes

Descriptive Theories, Prescriptive Theories, and Programs of Instruction

Learning Theories and Programs: Their Relationships With Instructional Theories and Programs

Can Instructional Theories and Programs Be Derived From Learning Theories and Programs?

Regularities of Learning and Instructional Practice

Two Objectives of Instruction

Summary



UNIT II
MODELS AND THEORIES OF INSTRUCTION
Summary

4. Contributions of Gagne and Briggs to a Prescriptive Model of Instruction

Dennis T. Aronson and Leslie J. Briggs

Learning-Theory Background

Selecting Instructional Objectives and Sequencing Instruction

Instructional Events

Instructional Media

Conclusion

Glossary

5. A Behavioral Approach to Instructional Prescription

George L. Gropper

Introduction

Conditions

Treatments

Matching Treatments and Conditions

Multiple Objectives

Summary

6. The Algo-Heurlstlc Theory of Instruction

Lev N. Landa

What is the Algo-Heuristic Theory of Instruction About?

Building and Testing Models of Unobservable Cognitive Processes

Algo-Heuristic Prescriptions as a Means of Increasing the Efficiency of Instruction

Some Shortcomings of Conventional Instruction

Additional Definitions

Some Methods of the Management and Development of Algo-Heuristic Processes

An Integrated Model of Instruction

Concluding Remarks and Summary

7. Instructional Strategies Based on the Structural Learning Theory

Joseph M. Scandura

Introduction

A Prototypic Instructional Strategy Based on the Structural Learning Theory

Essentials of Instructional Theory

Overview of the Structural Learning Theory

8. A Cognitive Theory of Inquiry Teaching

Allan Collins and Albert L. Stevens

Introduction

The Theory

Conclusion

9. Component Display Theory

M. David Merrill

Introduction

The Performance-Content Matrix

Presentation Forms

Performance-PPF Consistency

Content-PPF Consistency

Adequacy Rules

Learner Control

Student Conscious Cognitive Processing

Training Materials for CDT

Research Support for CDT

10. The Elaboration Theory of Instruction

Charles M. Reigeluth and Faith S. Stein

Introduction

An Analogy

Strategy Components

The Elaboration Model

Variations of the Model

Using the Elaboration Theory

Support for Validity

Conclusion

11. Motivational Design of Instruction

John M. Keller

Introduction

Problems in the Study of Motivation

Motivation and Learning

Motivational-Design Model

Interest

Relevance

Expectancy

Outcomes

Conclusions

UNIT III
COMMENTARY Summary

12. Is Instructional Theory Alive and Well?

Glenn E. Snelbecker

Actual and Potential Audiences

Historical and Contemporary Perspectives

Observations About the Total Group of Theories

Observations About Individual Theories

Conclusions: Status of Instructional Theory and Implications for Users

Concluding Remarks

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This file was last updated on March 10, 1999 by Byungro Lim
Copyright 1999, Charles M. Reigeluth
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