{"product_id":"designing-effective-instruction-isbn-9781119465935","title":"Designing Effective Instruction","description":"\u003cp\u003e\u003cb\u003eA guide to the information and practical skills for successful instructional design, revised and updated\u003c\/b\u003e \u003c\/p\u003e \u003cp\u003eThe updated eighth edition of \u003ci\u003eDesigning Effective Instruction\u003c\/i\u003e offers educators an essential guide for designing effective and efficient instruction that is exciting and interesting. The flexible model presented is based on research from many different disciplines. The authors—noted experts on the topic—draw on recent research that incorporates both behavioral and cognitive approaches into the model.\u003c\/p\u003e \u003cp\u003eThe eighth edition highlights the fundamentals of instructional design that can help students develop a solid foundation in the design process. These basic skills can be adapted to a wide variety of settings, such as multimedia, classroom, business, health care, higher education, and distance-education instruction. This new edition has been revised to include information on the most recent research and trends. The book also contains a new section on the topic of lean instructional design. This new section discusses strategies to reduce time and resources for each step of the process. This important guide:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eOffers a review of the basic skills needed to create effective instruction\u003c\/li\u003e \u003cli\u003eIncludes various features to stimulate thinking and provides additional explanations\u003c\/li\u003e \u003cli\u003eProvides a real-world scenario in every chapter\u003c\/li\u003e \u003cli\u003ePresents exercises to test skills and knowledge\u003c\/li\u003e \u003cli\u003eContains a quality management section to help conduct a quick quality check of the design project\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eWritten for instructional designers in business, military, medical, and government settings as well as to those in higher education and P–12 classrooms, \u003ci\u003eDesigning Effective Instruction \u003c\/i\u003eis the proven resource for designing quality instruction that can motivate participants.\u003c\/p\u003e \u003cp\u003ePreface xi\u003c\/p\u003e \u003cp\u003eAcknowledgments xiv\u003c\/p\u003e \u003cp\u003eAbout the Authors xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter One Introduction to the Instructional Design Process 2\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Started 2\u003c\/p\u003e \u003cp\u003eWhy Instructional Design? 4\u003c\/p\u003e \u003cp\u003eWhat Is Instructional Design? 8\u003c\/p\u003e \u003cp\u003eOverview of Our Design Model 16\u003c\/p\u003e \u003cp\u003eWho’s Who in the Instructional Design Process 20\u003c\/p\u003e \u003cp\u003eAnswering the Critics 21\u003c\/p\u003e \u003cp\u003eQuestions . . . Questions . . . Questions 23\u003c\/p\u003e \u003cp\u003eSummary 23\u003c\/p\u003e \u003cp\u003eThe ID Process 24\u003c\/p\u003e \u003cp\u003eApplication 25\u003c\/p\u003e \u003cp\u003eAnswers 25\u003c\/p\u003e \u003cp\u003eReferences 25\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Two Identifying the Need for Instruction 28\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Started 28\u003c\/p\u003e \u003cp\u003eIs Instruction the Answer? 30\u003c\/p\u003e \u003cp\u003eNeeds Assessment 31\u003c\/p\u003e \u003cp\u003eGoal Analysis 41\u003c\/p\u003e \u003cp\u003ePerformance Assessment 44\u003c\/p\u003e \u003cp\u003eSummary 45\u003c\/p\u003e \u003cp\u003eThe ID Process 46\u003c\/p\u003e \u003cp\u003eApplication 47\u003c\/p\u003e \u003cp\u003eAnswers 48\u003c\/p\u003e \u003cp\u003eQuality Management 49\u003c\/p\u003e \u003cp\u003eInstructional Design: Decisions and Choices 49\u003c\/p\u003e \u003cp\u003eReferences 50\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Three Learner and Contextual Analysis 52\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Started 52\u003c\/p\u003e \u003cp\u003eTypes of Learner Characteristics 54\u003c\/p\u003e \u003cp\u003eContextual Analysis 63\u003c\/p\u003e \u003cp\u003eSummary 67\u003c\/p\u003e \u003cp\u003eThe ID Process 67\u003c\/p\u003e \u003cp\u003eApplication 68\u003c\/p\u003e \u003cp\u003eAnswers 69\u003c\/p\u003e \u003cp\u003eQuality Management 69\u003c\/p\u003e \u003cp\u003eInstructional Design: Decisions and Choices 69\u003c\/p\u003e \u003cp\u003ePotential Audience Misconceptions 71\u003c\/p\u003e \u003cp\u003eOrienting Context 71\u003c\/p\u003e \u003cp\u003eReferences 71\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Four Task Analysis 74\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Started 74\u003c\/p\u003e \u003cp\u003eTask Analysis 76\u003c\/p\u003e \u003cp\u003eTopic Analysis 79\u003c\/p\u003e \u003cp\u003eProcedural Analysis 82\u003c\/p\u003e \u003cp\u003eThe Critical Incident Method 90\u003c\/p\u003e \u003cp\u003eConducting a Task Analysis 92\u003c\/p\u003e \u003cp\u003eSummary 95\u003c\/p\u003e \u003cp\u003eThe ID Process 95\u003c\/p\u003e \u003cp\u003eApplication 96\u003c\/p\u003e \u003cp\u003eAnswer 96\u003c\/p\u003e \u003cp\u003eQuality Management 98\u003c\/p\u003e \u003cp\u003eInstructional Design: Decisions and Choices 99\u003c\/p\u003e \u003cp\u003eReferences 101\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Five Instructional Objectives 104\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Started 104\u003c\/p\u003e \u003cp\u003eFunction of Objectives 104\u003c\/p\u003e \u003cp\u003eThree Objective Domains 106\u003c\/p\u003e \u003cp\u003eDeveloping Instructional Objectives 110\u003c\/p\u003e \u003cp\u003eWriting Objectives in the Cognitive Domain 111\u003c\/p\u003e \u003cp\u003eWriting Objectives for the Psychomotor Domain 117\u003c\/p\u003e \u003cp\u003eWriting Objectives for the Affective Domain 117\u003c\/p\u003e \u003cp\u003eClassifying Objectives 119\u003c\/p\u003e \u003cp\u003ePros and Cons of Writing Objectives 121\u003c\/p\u003e \u003cp\u003eSummary 122\u003c\/p\u003e \u003cp\u003eThe ID Process 122\u003c\/p\u003e \u003cp\u003eApplication 123\u003c\/p\u003e \u003cp\u003eAnswers 124\u003c\/p\u003e \u003cp\u003eQuality Management 124\u003c\/p\u003e \u003cp\u003eInstructional Design: Decisions and Choices 125\u003c\/p\u003e \u003cp\u003eReferences 127\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Six Designing the Instruction: Sequencing 128\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Started 128\u003c\/p\u003e \u003cp\u003eThe Posner and Strike Sequencing Schemes 130\u003c\/p\u003e \u003cp\u003eElaboration Theory Sequencing 136\u003c\/p\u003e \u003cp\u003eContent Expertise Sequencing 136\u003c\/p\u003e \u003cp\u003eTask Expertise Sequencing 136\u003c\/p\u003e \u003cp\u003eFrom Objectives to Sequencing 137\u003c\/p\u003e \u003cp\u003eSummary 137\u003c\/p\u003e \u003cp\u003eThe ID Process 137\u003c\/p\u003e \u003cp\u003eApplication 138\u003c\/p\u003e \u003cp\u003eAnswers 138\u003c\/p\u003e \u003cp\u003eQuality Management 138\u003c\/p\u003e \u003cp\u003eInstructional Design: Decisions and Choices 139\u003c\/p\u003e \u003cp\u003eReferences 140\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Seven Designing the Instruction: Strategies 142\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Started 142\u003c\/p\u003e \u003cp\u003eWhy Instructional Strategies? 144\u003c\/p\u003e \u003cp\u003ePrescriptions for Instructional Strategies 146\u003c\/p\u003e \u003cp\u003eSummary 159\u003c\/p\u003e \u003cp\u003eThe ID Process 160\u003c\/p\u003e \u003cp\u003eApplications 161\u003c\/p\u003e \u003cp\u003eAnswers 161\u003c\/p\u003e \u003cp\u003eQuality Management 162\u003c\/p\u003e \u003cp\u003eInstructional Design: Decisions and Choices 162\u003c\/p\u003e \u003cp\u003eReferences 165\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Eight Designing the Instructional Message 170\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Started 170\u003c\/p\u003e \u003cp\u003ePreinstructional Strategies 172\u003c\/p\u003e \u003cp\u003eMessage Design for Text 176\u003c\/p\u003e \u003cp\u003ePictures and Graphics in Instruction 183\u003c\/p\u003e \u003cp\u003eEffectiveness 183\u003c\/p\u003e \u003cp\u003eGraphical Signals 184\u003c\/p\u003e \u003cp\u003eSummary 191\u003c\/p\u003e \u003cp\u003eThe ID Process 191\u003c\/p\u003e \u003cp\u003eLean Instructional Design 191\u003c\/p\u003e \u003cp\u003eApplications 192\u003c\/p\u003e \u003cp\u003eAnswers 192\u003c\/p\u003e \u003cp\u003eQuality Management 193\u003c\/p\u003e \u003cp\u003eInstructional Design: Decisions and Choices 193\u003c\/p\u003e \u003cp\u003eReferences 195\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Nine Developing Instructional Materials 200\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Started 200\u003c\/p\u003e \u003cp\u003eStarting the Development of the Instruction 200\u003c\/p\u003e \u003cp\u003eHeuristics for Developing Instruction 203\u003c\/p\u003e \u003cp\u003ePutting Pen to Paper or Fingers to Keyboard 207\u003c\/p\u003e \u003cp\u003eGroup Presentations 217\u003c\/p\u003e \u003cp\u003eSelf-Paced Learning 222\u003c\/p\u003e \u003cp\u003eChanging Roles 225\u003c\/p\u003e \u003cp\u003eSmall-Group Formats 226\u003c\/p\u003e \u003cp\u003eSummary 229\u003c\/p\u003e \u003cp\u003eThe ID Process 230\u003c\/p\u003e \u003cp\u003eApplication 230\u003c\/p\u003e \u003cp\u003eAnswer 231\u003c\/p\u003e \u003cp\u003eQuality Management 231\u003c\/p\u003e \u003cp\u003eInstructional Design: Decisions and Choices 231\u003c\/p\u003e \u003cp\u003eReferences 232\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Ten Design Considerations for Technology-Based Instruction 238\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Started 238\u003c\/p\u003e \u003cp\u003eIndividualized Computer- and Web-Based Instruction 240\u003c\/p\u003e \u003cp\u003eDesign Considerations for Individualized Computer and Web-Based Instruction 243\u003c\/p\u003e \u003cp\u003eDesign Considerations for Group-Based Distance Instruction 255\u003c\/p\u003e \u003cp\u003eSummary 258\u003c\/p\u003e \u003cp\u003eThe ID Process 258\u003c\/p\u003e \u003cp\u003eApplication 259\u003c\/p\u003e \u003cp\u003eAnswer 259\u003c\/p\u003e \u003cp\u003eQuality Management 259\u003c\/p\u003e \u003cp\u003eInstructional Design: Decisions and Choices 260\u003c\/p\u003e \u003cp\u003eReferences 261\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Eleven The Many Faces of Evaluation 268\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Started 268\u003c\/p\u003e \u003cp\u003ePurposes of Evaluation 270\u003c\/p\u003e \u003cp\u003eRelationship among Formative, Summative, and Confirmative Evaluations 274\u003c\/p\u003e \u003cp\u003eRelationship between Evaluation and Instructional Objectives 276\u003c\/p\u003e \u003cp\u003eSuggested Measures for Alternative Outcomes 277\u003c\/p\u003e \u003cp\u003eValidity and Reliability of Tests 277\u003c\/p\u003e \u003cp\u003eStandards of Achievement 282\u003c\/p\u003e \u003cp\u003eStudent Self-Evaluation 286\u003c\/p\u003e \u003cp\u003eSummary 288\u003c\/p\u003e \u003cp\u003eThe ID Process 289\u003c\/p\u003e \u003cp\u003eApplication 291\u003c\/p\u003e \u003cp\u003eAnswer 291\u003c\/p\u003e \u003cp\u003eInstructional Design: Decisions and Choices 291\u003c\/p\u003e \u003cp\u003eReferences 293\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Twelve Developing Evaluation Instruments 296\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Started 296\u003c\/p\u003e \u003cp\u003eTesting Knowledge 298\u003c\/p\u003e \u003cp\u003eTesting Skills and Behavior 311\u003c\/p\u003e \u003cp\u003eAttitudes 323\u003c\/p\u003e \u003cp\u003eSummary 329\u003c\/p\u003e \u003cp\u003eThe ID Process 329\u003c\/p\u003e \u003cp\u003eApplications 330\u003c\/p\u003e \u003cp\u003eAnswers 330\u003c\/p\u003e \u003cp\u003eInstructional Design: Decisions and Choices 331\u003c\/p\u003e \u003cp\u003eReferences 333\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Thirteen Using Evaluation to Enhance Programs: Conducting Formative and Summative Evaluations 334\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Started 334\u003c\/p\u003e \u003cp\u003eA Basic Model for Formative Evaluation 336\u003c\/p\u003e \u003cp\u003eTypes of Formative Evaluation 341\u003c\/p\u003e \u003cp\u003eStages of Formative Evaluation 344\u003c\/p\u003e \u003cp\u003eSummative Evaluation: Determining Program Outcomes 345\u003c\/p\u003e \u003cp\u003eProgram Effectiveness 347\u003c\/p\u003e \u003cp\u003eProgram Efficiency 350\u003c\/p\u003e \u003cp\u003eProgram Costs 351\u003c\/p\u003e \u003cp\u003eConfirmative Evaluation: Determining Outcomes Over Time 355\u003c\/p\u003e \u003cp\u003eReporting Results of Summative and Confirmative Evaluations 359\u003c\/p\u003e \u003cp\u003eSummary 359\u003c\/p\u003e \u003cp\u003eThe ID Process 360\u003c\/p\u003e \u003cp\u003eApplication 362\u003c\/p\u003e \u003cp\u003eAnswer 362\u003c\/p\u003e \u003cp\u003eInstructional Design: Decisions and Choices 362\u003c\/p\u003e \u003cp\u003eReferences 364\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Fourteen Learning Theory and Instructional Theory 366\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Started 366\u003c\/p\u003e \u003cp\u003eIntroduction 368\u003c\/p\u003e \u003cp\u003eLearning Theory 369\u003c\/p\u003e \u003cp\u003eSummary 382\u003c\/p\u003e \u003cp\u003eThe ID Process 383\u003c\/p\u003e \u003cp\u003eApplication 385\u003c\/p\u003e \u003cp\u003eAnswer 386\u003c\/p\u003e \u003cp\u003eInstructional Design: Decisions and Choices 386\u003c\/p\u003e \u003cp\u003eReferences 387\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Fifteen Planning for Instructional Implementation 390\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Started 390\u003c\/p\u003e \u003cp\u003ePlanned Change 390\u003c\/p\u003e \u003cp\u003eThe CLER Model 395\u003c\/p\u003e \u003cp\u003ePlanning the Implementation with the CLER Model 399\u003c\/p\u003e \u003cp\u003eTichy’s TPC (Technical, Political, Cultural) Framework 401\u003c\/p\u003e \u003cp\u003eDevelopmental Stages and Information Decision Process Models 402\u003c\/p\u003e \u003cp\u003eImplementation Decisions 403\u003c\/p\u003e \u003cp\u003eInstructors 405\u003c\/p\u003e \u003cp\u003eRole of Supervisors 407\u003c\/p\u003e \u003cp\u003eSummary 408\u003c\/p\u003e \u003cp\u003eThe ID Process 408\u003c\/p\u003e \u003cp\u003eApplication 409\u003c\/p\u003e \u003cp\u003eAnswers 409\u003c\/p\u003e \u003cp\u003eInstructional Design: Decisions and Choices 410\u003c\/p\u003e \u003cp\u003eReferences 410\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter Sixteen Instructional Design Project Management 412\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting Started 412\u003c\/p\u003e \u003cp\u003eProject Management 414\u003c\/p\u003e \u003cp\u003eProject Agreement and Proposal Preparation 422\u003c\/p\u003e \u003cp\u003eInstructional Design Shortcuts 427\u003c\/p\u003e \u003cp\u003eFlexibility of the Instructional Design Process 427\u003c\/p\u003e \u003cp\u003eInstructional Design in Organizations 427\u003c\/p\u003e \u003cp\u003eWorking with the Subject-Matter Expert and Consultants 429\u003c\/p\u003e \u003cp\u003eLegal Considerations in ID Project Management 431\u003c\/p\u003e \u003cp\u003eSummary 434\u003c\/p\u003e \u003cp\u003eThe ID Process 434\u003c\/p\u003e \u003cp\u003eApplication 435\u003c\/p\u003e \u003cp\u003eAnswers 435\u003c\/p\u003e \u003cp\u003eInstructional Design: Decisions and Choices 435\u003c\/p\u003e \u003cp\u003eReferences 436\u003c\/p\u003e \u003cp\u003eAppendix A Sample Instructional Design Documentation 439\u003c\/p\u003e \u003cp\u003eAppendix B A Sample Instructional Unit 449\u003c\/p\u003e \u003cp\u003eGlossary 459\u003c\/p\u003e \u003cp\u003eIndex 463\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eGARY R. MORRISON\u003c\/b\u003e is a professor emeritus at Old Dominion University. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eSTEVEN M. ROSS\u003c\/b\u003e is a senior research scientist and professor at the Center for Research and Reform in Education at Johns Hopkins University. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eJENNIFER R. MORRISON\u003c\/b\u003e is an assistant professor at the Center for Research and Reform in Education at Johns Hopkins University. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eHOWARD K. KALMAN\u003c\/b\u003e is an associate professor in strategic communication at Ithaca College.   \u003c\/p\u003e\u003cp\u003e\u003cb\u003eA GUIDE TO THE INFORMATION AND PRACTICAL SKILLS FOR SUCCESSFUL INSTRUCTIONAL DESIGN, REVISED AND UPDATED\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eThe updated eighth edition of \u003ci\u003eDesigning Effective Instruction\u003c\/i\u003e offers educators an essential guide for designing effective and efficient instruction that is exciting and interesting. The flexible model presented is based on research from many different disciplines. The authors—noted experts on the topic—draw on recent research that incorporates both behavioral and cognitive approaches into the model. \u003c\/p\u003e\u003cp\u003eThe eighth edition highlights the fundamentals of instructional design that can help students develop a solid foundation in the design process. These basic skills can be adapted to a wide variety of settings, such as multimedia, classroom, business, health care, higher education, and distance-education instruction. This new edition has been revised to include information on the most recent research and trends. The book also contains a new section on the topic of lean instructional design. This new section discusses strategies to reduce time and resources for each step of the process. This important guide: \u003c\/p\u003e\u003cul\u003e \u003cli\u003eOffers a review of the basic skills needed to create effective instruction\u003c\/li\u003e \u003cli\u003eIncludes various features to stimulate thinking and provides additional explanations\u003c\/li\u003e \u003cli\u003eProvides a real-world scenario in every chapter\u003c\/li\u003e \u003cli\u003ePresents exercises to test skills and knowledge\u003c\/li\u003e \u003cli\u003eContains a quality management section to help conduct a quick quality check of the design project\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eWritten for instructional designers in business, military, medical, and government settings as well as to those in higher education and P–12 classrooms, \u003ci\u003eDesigning Effective Instruction\u003c\/i\u003e is the proven resource for designing quality instruction that can motivate participants.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989048410341,"sku":"NP9781119465935","price":155.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119465935.jpg?v=1761782581","url":"https:\/\/k12savings.com\/es\/products\/designing-effective-instruction-isbn-9781119465935","provider":"K12savings","version":"1.0","type":"link"}