Instructional Design

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Instructional Design by Mind Map: Instructional Design

1. Common Legal Problems in Training

2. Instructional Problem

2.1. Needs Assessment

2.1.1. NormativeNeeds

2.1.2. Comparative Needs

2.1.3. Felt Needs

2.1.4. Expressed Needs

2.1.5. Anticipated Needs

2.1.6. Critical Incident Needs

2.2. Goal Analysis

2.2.1. Performance Assessment

3. Instructional Designer

3.1. SME

3.2. Evaluator

3.3. Learner Analysis

3.3.1. General Characteristics

3.3.2. Specific Entry Characteristics

3.3.3. Learning Styles

3.3.4. Academic Information

3.3.5. Personal and Social Characteristics

3.3.6. Culturally Diverse Learners

3.3.7. Learners with Disabilities

3.3.8. Adult Learners

3.4. Contextual Analysis

3.4.1. Orienting Context

3.4.1.1. Learner Factors

3.4.1.2. Immediate Environment Factors

3.4.1.3. Organization Factors

3.4.2. Instructional Context

3.4.2.1. Learner Factors

3.4.2.2. Immediate Environment Factors

3.4.2.3. Organization Factors

3.4.3. Transfer Context

3.4.3.1. Learner Factors

3.4.3.2. Immediate Environment Factors

3.4.3.3. Organizational Factors

4. ADDIE

4.1. Methods

4.2. Learners

4.3. Objectives

4.4. Evaluation

5. Task Analysis

5.1. Topic Analysis

5.2. Content Structures

5.2.1. Facts

5.2.2. Concepts

5.2.3. Principles and Rules

5.2.4. Procedures

5.2.5. Interpersonal Skills

5.2.6. Attitudes

5.3. Procedural Analysis

6. Instructional Objectives

6.1. Three Objective Domains

6.1.1. Cognitive Domain

6.1.1.1. Bloom's Taxonomy

6.1.1.1.1. Knowledge

6.1.1.1.2. Comprehension

6.1.1.1.3. Application

6.1.1.1.4. Analysis

6.1.1.1.5. Synthesis

6.1.1.1.6. Evaluation

6.1.1.2. New Revised Bloom's Taxonomy

6.1.1.2.1. Remembering

6.1.1.2.2. Understanding

6.1.1.2.3. Applying

6.1.1.2.4. Analyzing

6.1.1.2.5. Evaluating

6.1.1.2.6. Creating

6.1.2. Psychomotor Domain

6.1.2.1. Imitation

6.1.2.2. Manipulation

6.1.2.3. Precision

6.1.2.4. Articulation

6.1.2.5. Dave's Model

6.1.2.5.1. Imitate

6.1.2.5.2. Manipulate

6.1.2.5.3. Precision

6.1.2.5.4. Articulation

6.1.2.5.5. Naturalization

6.1.2.6. Simpson's Model

6.1.2.6.1. Perception

6.1.2.6.2. Set

6.1.2.6.3. Guided Response

6.1.2.6.4. Mechanism

6.1.2.6.5. Complex overt response

6.1.2.6.6. Adaptation

6.1.2.6.7. Origination

6.1.2.7. Harrow's Model

6.1.2.7.1. Reflex Movement

6.1.2.7.2. Basic-Fundamental Movements

6.1.2.7.3. Perceptual abilities

6.1.2.7.4. Physical Abilities

6.1.2.7.5. Skilled Movements

6.1.2.7.6. Nondiscursive Communication

6.1.3. Affective Domain

6.1.3.1. Receiving

6.1.3.2. Responding

6.1.3.3. Valuing

6.1.3.4. Organizing

6.1.3.5. Characterizing

6.1.3.6. Theories of Attitude Formation and Change

6.1.3.6.1. Behavioral Learning Theory

6.1.3.6.2. Cognitive Dissonance Theory

6.1.3.6.3. Affective-Cognitive Consistency

6.1.3.6.4. Social Judgement Theories

6.1.3.6.5. Social Learning Theory

6.1.3.6.6. Functional Theories

6.1.3.6.7. Krathwohl's Taxonomy

7. 3 Content Sequences

7.1. 1. Learning- Related Sequencing

7.1.1. 1. Indentifiable prerequisite

7.1.2. 2. Familiarity

7.1.3. 3. Difficulty

7.1.4. 4. Interest

7.1.5. 5. Development

7.2. 2. World-Related Sequencing

7.2.1. 1. Spatial Relations

7.2.2. 2. Temporal Relations

7.2.3. 3. Physical Attributes

7.3. 3. Concept-Related Sequencing

7.3.1. 1. Class Relations

7.3.2. 2. Propositional Relations

7.3.3. 3. Sophistication

7.3.4. 4. Logical Prerequisite

7.4. Elaboration Theory Sequencing

7.4.1. Content Expertise Sequencing

7.4.2. Task Expertise Sequencing

8. 4 Generative Learning Strategies

8.1. 1. Recall

8.2. 2. Integration

8.3. 3. Organizational

8.4. 4. Elaboration

9. Gagne's Conditions of Learning Theory

9.1. 1. Conditions of Learning

9.2. 2. Association Learning

9.3. 3. The 5 Categories of Learning Outcomes

9.3.1. 1. Intellectual Skills

9.3.2. 2. Verbal Information

9.3.3. 3. Cognitive Strategies

9.3.4. 4. Motor Skills

9.3.5. 5. Attitudes

9.4. 4. The 9 Events of Instruction.

9.4.1. 1. Gaining Attention

9.4.2. 2. Informing Learners of the Objective

9.4.3. 3. Stimulating Recall of Prior Learning

9.4.4. 4. Presenting the Stimulus

9.4.5. 5. Providing Learning Guidance

9.4.6. 6. Eliciting Performance

9.4.7. 7. Providing Feedback

9.4.8. 8. Assessing Performance

9.4.9. 9. Enhancing Retention and Transfer

10. Preinstructional Strategies

10.1. 1. Pretests

10.2. 2. Behavioral Objectives

10.3. 3. Overviews

10.4. 4. Advance Organizer

11. Learning Theory

11.1. 1. Behavioral Learning Theory

11.2. 2. Social Learning Theory

11.3. 3. Cognitive Theory

12. Instructional Theory

13. Instructional Design Model

14. Cognitive Load Theory

14.1. 1. Intrinsic Load

14.2. 2. Extrinsic Load

14.3. Goal- Free Effect

14.4. Worked-Example Effect

14.5. Split-Attention Effect

14.6. Redundancy

15. Mayer's 10 Principles for Multimedia Design

15.1. 1. Coherence Principle

15.2. 2. Signaling Principle

15.3. 3. Redundancy Principle

15.4. 4. Spatial Contiguity Principle

15.5. 5. Temporal Contiguity Principle

15.6. 6. Segmenting Principle

15.7. 7. Pre-Training Principle

15.8. 8. Modality Principle

15.9. 9. Personalization Principle

15.10. 10. Voice Principle

16. Evaluation Methods and other Evalution Information

16.1. 1. Formative Evaluation

16.2. 2. Summative Evaluation

16.3. 3. Confirmative Evaluation

16.4. Validity

16.5. Reliability

16.6. Relative Standards

16.7. Absolute Standards

17. Planned Change

17.1. Diffusion

17.1.1. Adoption

17.1.1.1. Innovation

18. The CLER Model

18.1. 1. Configuration (C)

18.2. 2. Linkages (L)

18.3. 3. Environment (E)

18.4. 4. Resources (R)

19. Concerns-Based Adoption Model (CBAM)

19.1. 1. Awareness

19.2. 2. Curiosity, Self-concern, Information Seeking

19.3. 3. Visualization

19.4. 4. Tryout and Evaluation

19.5. 5. Use/Acceptance

20. Project Management

20.1. Scope

21. Project Agreement

21.1. 1. Statement of Purpose

21.2. 2. Plan of Work

21.3. 3. Milestones and Deliverables

21.4. 4. Budget

21.5. 5. Schedule

21.6. 6. Staffing

22. Legal Considerations

22.1. Contracts

22.2. State and Federal Mandates