This pioneering text describes a rationally consistent basis for instructional design, based in cognitive psychology and information-processing theory. The authors prepare teachers to design and develop a course, unit, and module of instruction, outline the nine stages of instructional design procedure, and integrate current research and practice in the movement toward performance systems technology. The Fifth Edition of PRINCIPLES OF INSTRUCTIONAL DESIGN emphasizes the social and cultural context of learning, learner-centered principles, and the affordances of new technologies and learning environments.
Author(s): Robert M. Gagne, Walter W. Wager, Katharine Golas, John M. Keller
Edition: 5
Publisher: Wadsworth Publishing
Year: 2004
Language: English
Pages: 387
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Part One
INTRODUCTION TO INSTRUCTIONAL SYSTEMS
Chapter 1
Introduction to Instructional Design l
Basic Assumptions about Instructional Design 2
Some Learning Principles 3
The Conditions of Learning 7
The Rationale for Instructional Design 12
What This Book Is About 15
Summary 16
References 17
Chapter 2
Designing Instructional Systems 18
Assumptions 20
The Basic Process: The ADDIE Model 21
Other Types of Models 38
The ISD Process versus Representations of the Process 40
Summary 42
References 43
Chapter 3
The Outcomes of Instruction 45
Goals. Objectives, and Instruction 45
Five Categories of Learning Outcomes 49
Designing Instruction Using Human Capabilities 56 Summary 57
References 58 Chapter 4
Varieties of Learning: Intellectual Skills and Strategies 60
The Need to Categorize Types of learning Outcomes 60
Types of Intellectual Skills 62
Cognitive Strategies 74 .
Metacognition. 79
Varieties of Intellectual Skills in School Subjects 80
Summary 81
References 82
Part Two
BASIC PROCESSES IN LEARNING AND INSTRUCTION
Chapter 5
Varieties ofLearning: Information, Attitudes, and Motor Skills 85
Verbal Information (KnoWledge) 85
Transfoming Information into Knowledge in the Digital Age 86
Learning Verbal Information 89
Learning Attitudes 94
Learning Motor Skills 100
Summary 102
References 104
Chapter 6
The Learner 106
Learner Characteristics 107
Qualities That Influent Learning 113
MemotyOrganization 117
Schemas 117
Learner as Participants in Instruction 121
Summary 127
References 129
Chapter 7
Defining Performance Objectives 132
Communicating Expectations Using Objectives 134
Examples of Objectives 143Using Objectives in Instructional Planning 147
Summary 149
References 150
Chapter 8
Analysis of a Learning Task 151
Scope of the Analysis 151
Types of Task Analysis 152
Prerequisites in Learning Intellectual Skills 156
Learning-Task Analysis and Other Learning Types 160
Integrated Goals 166
Summary 168
References 170
Chapter 9
Designing Instructional Sequences 172
An Example of Course Organization 174
Learning Hierarchies and Instructional Sequence 183
Other Types of Instructional Sequencing 185
Integrating Multiple Objectives 189
Summary 189
References 190
Chapter 10
The Events of Instruction 192
The Nature of Instruction 192
The Events of Instruction in a Lesson 203
Summary 206
References 207
Chapter 11
Technology-Affordances 208
Learning in the Digital Age 209
Impact of the Internet 210
Technology in School Learning 214
Technology in Training 216
Future Training Technologies 221
Instructional Resources 224
Instructional Strategies, Media, and Delivery Methods 226
Cognitive Took for Learning 230
Summary 232
References 233Chapter 12
Designing the Individual Lesson 237
Lesson Planning And Module Design 237
Establishing a Sequence of Objectives 23S
Lesson Planning For Learning Outcomes 245
Steps in Lesson Planning 247
Integrative Goals: Lesson Planning For Multiple Objectives 255
Roles And Activities in Instructional Development 261
Summary 261
References 262
Chapter 13
Assessing Student Performance 264
Type of Evaluation 264
Methods of Assessment 265
Purposes of Performance Measures 270
Procedures for Objective-Referenced Assessment 271
The Concept of Mastery 274
Criteria for Objective-Referenced Assessment 276
Reliability of Objective -Referenced Measures 263
Non-Referenced Measures 264
Summary 286
References 287
Chapter 14
Croup Learning Environments 29d
Characteristics of Group Instruction 291
Instruction in the Two-Person Group or Dyad 293
Instruction in the Small Group 296
Instruction in the Large Group 300
Features of Tutoring in Large Groups 305
Large-Group Instruction Using Digital Technologies Summary '307
References 309
Chapter 15
Online Learning 311
The Internet 311
Planning Online Learning 317
Instructional Design Strategies 324
Learning Management Systems 339
Summary 341
References 342Chapter 16
Evaluating Instruction 346
Instructional Systems Evaluation—Five Types 347
Evaluation Types and Decision Types 343
Evaluation of Instructional Materials and Activities 35
Evaluating the ISD Process 355
Assessing Learner Reactions 356
Measuring Learner Achievement 357
Evaluation of Instructional Programs 358
Interpreting Evaluative Evidence 363
Examples of Evaluation Studies 368
Summary 372
References 373
Index 377
