Instructional-Design Theories and Models, Volume I
Instructional-Design Theories and Models, Volume I |
Home Green Book I About this book Table of Contents Unit Summaries Yellow Book Comments Site Map Print it! |
Table of ContentsForeword by David R. KrathwohlUNIT I 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
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 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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Search Comments Print it Site Map Home Green Book I Green Book II Basic Methods of Instruction EPSS Other Sites This file was last updated on March 10, 1999 by Byungro Lim Copyright 1999, Charles M. Reigeluth Credit |
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