Preface About the authors CHAPTER ONE Introduction to the instructional design process Getting started Why instructional design? Why do instructional design? What are the benefits of instructional design? Applying the process to both academic education and training programs What is instructional design? Education versus training Instructional design and human performance technology Contexts for instructional design Premises underlying the instructional design process Overview of our design model Instructional problems Learner and context Task analysis Instructional objectives Content sequencing Instructional strategies Designing the message Development of the instruction Evaluation instruments Ongoing processes Who''s who in the instructional design process Instructional designer Subject-matter expert (sme) Evaluator Answering the critics Questions . questions . questions Summary The id process Lean instructional design Application Answers References CHAPTER TWO Identifying the need for instruction Getting started Is instruction the answer? Needs assessment Types of needs and data sources Conducting a needs assessment Example needs assessment plan Goal analysis Six steps of goal analysis Comparing goal analysis and needs assessment Performance assessment Summary The id process Lean instructional design Application Problem 1. Problem 2. Answers Problem 1. Problem 2. Quality management Instructional design: decisions and choices References CHAPTER THREE Learner and contextual analysis Getting started Types of learner characteristics General characteristics Specific entry characteristics Learning styles Academic information Personal and social characteristics Culturally diverse learners Learners with disabilities Adult learners Contextual analysis Types of context Conducting a contextual analysis Summary The id process Lean instructional design Application Answers Quality management Instructional design: decisions and choices Potential audience misconceptions Orienting context References CHAPTER FOUR Task analysis Getting started Task analysis Preparing to conduct a task analysis Content structures Topic analysis Analyzing a topic Procedural analysis Going beyond procedural analysis The critical incident method Conducting a task analysis Serving as your own sme Techniques for gathering data Recording methods Summary The id process Lean instructional design Application Answer Quality management Instructional design: decisions and choices Instructional goals References CHAPTER FIVE Instructional objectives Getting started Function of objectives Three objective domains Cognitive domain Psychomotor domain Affective domain Interrelation of domains Developing instructional objectives The basis for objectives Approaches to objectives Writing objectives in the cognitive domain Behavioral objectives Optional parts Cognitive objectives Writing objectives for the psychomotor domain Writing objectives for the affective domain Classifying objectives Expanded performance--content matrix model Pros and cons of writing objectives Summary The id process Lean instructional design Application Answers Quality management Instructional design: decisions and choices Writing objectives Refining the objectives Putting it all together References CHAPTER SIX Designing the instruction: sequencing Getting started The posner and strike sequencing schemes Learning-related sequencing World-related sequencing Concept-related sequencing Elaboration theory sequencing Content expertise sequencing Task expertise sequencing From objectives to sequencing Summary The id process Lean instructional design Application Answers Quality management Instructional design: decisions and choices References CHAPTER SEVEN Designing the instruction: strategies Getting started Why instructional strategies? Designing an instructional strategy Foundations for the prescriptions Generative strategies Prescriptions for instructional strategies Prescriptions for teaching facts Prescriptions for teaching concepts Prescriptions for teaching principles and rules Prescriptions for teaching procedures Prescriptions for teaching interpersonal skills Prescriptions for teaching attitudes Summary The id process Lean instructional design Applications Answers Quality management Instructional design: decisions and choices Instructional strategies Objective 1 Objective 2 Objective 3 Objective 4 Objective 5 Objective 6 References CHAPTER EIGHT Designing the instructional message Getting started Preinstructional strategies Pretests Objectives Overviews Advance organizers Message design for text Signaling the text''s schema Explicit signals Typographical signals Pictures and graphics in instruction Effectiveness Graphical signals The function of pictures Using pictures in instruction Summary The id process Lean instructional design Applications Answers Quality management Instructional design: decisions and choices References CHAPTER NINE Developing instructional materials Getting started Starting the development of the instruction Staying focused Heuristics for developing instruction Make it concrete Control the step size Use appropriate pacing Maintain consistency Use cues Putting pen to paper or fingers to keyboard Preinstructional strategy Initial presentation Generative strategy Transitions Cognitive load Group presentations Strengths Limitations Applications Guidelines for effective lecturing Distance education Self-paced learning Strengths Limitations Guidelines for effective learning Design checklist Changing roles Small-group formats Strengths Limitations Formats Summary The id process Lean instructional design Application Answer Quality management Instructional design: decisions and choices References CHAPTER TEN Design considerations for technology-based instruction Getting started Affordances of technology-based instruction Individualized computer- and web-based instruction Drill-and-practice Tutorials Simulations Games Hypermedia Interface design Learner control Feedback Remediation Designing interactions Using multimedia Design considerations for group-based distance instruction An individualized approach to distance instruction A group approach to distance instruction Avoiding the shovelware trap Summary The id process Lean instructional design Application Answer Quality management Instructional design: decisions and choices Objective 1 Objective 2 Objective 3 Objective 4 Objective 5 Objective 6 References CHAPTER ELEVEN The many faces of evaluation Getting started Purposes of evaluation Formative evaluation Summative evaluation Confirmative evaluation Relationship among formative, summative, and confirmative evaluations The role of instructional objectives Multiple data sources equal increased information Processes and products Time of testing When to evaluate Relationship between evaluation and instructional objectives Matching measures to objectives Suggested measures for alternative outcomes Validity and reliability of tests Validity Reliability Relationship between validity and reliability Standards of achievement Relative standards Absolute standards Measurement issues Standards versus conventional measurement Student self-evaluation Pretesting Testing for prerequisites Testing for improvement in performance Benefits of pretesting Whether or not to pretest Summary The id process Lean instructional design Application Answer Instructional design: decisions and choices References CHAPTER TWELVE Developing evaluation instruments Getting started Testing knowledge The relationship between evaluation and i.