1. focuses on the learner
2. INSTRUCTIONAL OBJECTIVES (Ch 5)
2.1. Cognitive Domain
2.1.1. Cognitive Domain Resource (Week 6)
2.1.1.1. Creating
2.1.1.1.1. #1 at top of Bloom's Taxonomy Pyramid
2.1.1.2. Evaluating
2.1.1.2.1. #2 from top of Bloom's Taxonomy Pyramid
2.1.1.3. Analyzing
2.1.1.3.1. #3 from top of Bloom's Taxonomy Pyramid
2.1.1.4. Applying
2.1.1.4.1. #4 from top of Bloom's Taxonomy Pyramid
2.1.1.5. Understanding
2.1.1.5.1. #5 from top of Bloom's Taxonomy Pyramid
2.1.1.6. Remembering
2.1.1.6.1. # 6 from top; lowest level of Bloom's Taxonomy Pyramid
2.1.2. Bloom's Taxonomy
2.1.2.1. 6 levels in the cognitive domain from lowest to highest=Knowledge,Comprehension, Application, Analysis, Synthesis, Evaluation
2.1.2.1.1. Knowledge
2.1.2.1.2. Comprehension
2.1.2.1.3. Application
2.1.2.1.4. Analysis
2.1.2.1.5. Synthesis
2.1.2.1.6. Evaluation
2.2. Psychomotor Domain
2.2.1. Psychomotor Domain Resource (Week 6)
2.2.1.1. Dave's model
2.2.1.1.1. Imitate, Manipulate, Precision, Articulation, Naturalization
2.2.1.2. Simpson's model
2.2.1.2.1. Perception, Set, Guided response, Mechanism, Complex overt response, Adaptation, Origination
2.2.1.3. Harrow's model
2.2.1.3.1. Reflex movement, Basic-fundamental movements, Perceptual abilities, Physical abilities, Skilled movements, Nondiscursive communication
2.2.2. physical activities, levels of objectives=Imitation, Manipulation, Precision, Articulation
2.2.2.1. Imitation
2.2.2.2. Manipulation
2.2.2.3. Precision
2.2.2.4. Articulation
2.2.2.5. Naturalization
2.3. Affective Domain
2.3.1. Affective Domain Resource (Week 6)
2.3.1.1. Theories of Attitude Formation and Change
2.3.1.1.1. Behavioral Learning Theory
2.3.1.1.2. Cognitive Dissonance Theory
2.3.1.1.3. Affective-Cognitive Consistency
2.3.1.1.4. Social Judgment Theories
2.3.1.1.5. Social Learning Theory
2.3.1.1.6. Functional Theories
2.3.1.1.7. Krathwohl's Taxonomy
2.3.2. 5 levels=Receiving, Responding, Valuing, Organizing, Characterizing
2.3.2.1. Receiving
2.3.2.2. Responding
2.3.2.3. Valuing
2.3.2.4. Organizing
2.3.2.5. Characterizing by a value complex
3. INTRO TO THE PROCESS (Ch 1)
3.1. Roles
3.1.1. Instructional Designer
3.1.1.1. planner, coordinator, and manager with primary responsibility for designing the intruction
3.1.2. SME
3.1.2.1. Subject-Matter Expert is the content and resource expert
3.1.3. Evaluator
3.1.3.1. instruments for pre and post testing, gathering and interpreting data, and determining the effectiveness and efficiency of the program
3.2. Design Model
3.2.1. Instructional Problem
3.2.1.1. need for instruction
3.2.2. Learners
3.2.2.1. target audience
3.2.3. ADDIE
3.2.3.1. Analysis Design Development Implementation and Evaluation
3.2.4. Methods
3.2.4.1. process
3.2.5. Objectives
3.2.5.1. focal point
3.2.6. Evaluation
3.2.6.1. assessment
4. IDENTIFYING THE NEED (Ch 2)
4.1. Needs Assessment
4.1.1. 1. Normative Needs
4.1.1.1. compares target to norm or standard
4.1.2. 2. Comparative Needs
4.1.2.1. compares target to a peer group
4.1.3. 3. Felt Needs
4.1.3.1. desire to improve
4.1.4. 4. Expressed Needs
4.1.4.1. felt need turned into action
4.1.5. 5. Anticipated Needs
4.1.5.1. identifying future changes
4.1.6. 6. Critical Incident Needs
4.1.6.1. analyzing potential problems
4.2. Goal Analysis
4.2.1. "defining the undefinable", set priorities
4.3. Performance Assessment
4.3.1. Identify the performance problem
5. TASK ANALYSIS (Ch 4)
5.1. Task Analysis
5.1.1. determination of needs and goals
5.2. Topic Analysis
5.2.1. identifies the content and the structure
5.2.2. Content Structures
5.2.2.1. Facts, Concepts, Principles and Rules, Procedures, Interpersonal Skills, and Attitudes
5.3. Procedural Analysis
5.3.1. Identify the steps to complete the learning task
6. SEQUENCING (Ch 6)
6.1. Elaboration Theory Sequencing
6.1.1. Content Expertise Sequencing
6.1.1.1. conceptual or theoretical
6.1.2. Task Experience Sequencing
6.1.2.1. simplifying conditions method
6.1.3. distiguishes between the types of expertise to be developed
6.2. (POSNER AND STRIKE SEQUENCING SCHEMES)
6.2.1. Concept-Related Sequencing
6.2.1.1. Class relations, Propositional releations, Sophistication, Logical prerequisite
6.2.2. World-Related Sequencing
6.2.2.1. Spatial Relations
6.2.2.1.1. physical layout
6.2.2.2. Temporal Relations
6.2.2.2.1. timeline
6.2.2.3. Physical Attributes
6.2.2.3.1. (appearance, characteristics)
6.2.3. Learning-Related Sequencing
6.2.3.1. 5 Student Learning Concepts
6.2.3.1.1. Identifiable prerequisite, Familiarity, Difficulty, Interest, Development
7. Learner Characteristics
7.1. Tessmer & Richey Article (Week 4)
7.1.1. Contextual Levels (3)
7.1.1.1. Orienting Context
7.1.1.2. Instructional Context
7.1.1.3. Transfer Context
7.1.2. Contextual Factors
7.1.2.1. Learner Factors
7.1.2.2. Immediate Environment Factors
7.1.2.3. Organizational Factors
7.2. LEARNER AND CONTEXTUAL ANALYSIS (Ch 3)
7.2.1. Learner Analysis
7.2.1.1. Characteristics, different traits
7.2.2. Contextual Analysis
7.2.2.1. Orienting Context
7.2.2.2. Instructional Context
7.2.2.2.1. environmental consideration
7.2.2.3. Transfer Context
7.2.2.3.1. continuing to apply knowledge and skills learned
8. INSTRUCTIONAL STRATEGIES (Ch 7)
8.1. Generative Strategies
8.1.1. Recall
8.1.2. Integration
8.1.3. Organizational
8.1.4. Elaboration
9. Gagne Resources (Week 8)
9.1. Conditions of Learning
9.1.1. Nine Events of Instruction
9.1.1.1. 1. Gaining attention
9.1.1.2. 2. Informing Learners of the Objective
9.1.1.3. 3. Stimulating Recall of Prior Learning
9.1.1.4. 4. Presenting the Stimulus
9.1.1.5. 5. Providing Learning Guidance
9.1.1.6. 6. Eliciting Performance
9.1.1.7. 7. Providing Feedback
9.1.1.8. 8. Assessing Performance
9.1.1.9. 9. Enhancing Retention and Transfer
9.1.2. 5 Categories of Learning Outcomes
10. DESIGNING THE INSTRUCTIONAL MESSAGE (Ch 8)
10.1. Preinstructional Strategies
10.1.1. Pretest
10.1.2. Behavioral objectives
10.1.3. Overview
10.1.4. Advance organizer
11. LEARNING THEORY AND INSTRUCTIONAL THEORY (Ch 14)
11.1. Learning Theory
11.1.1. Instructional Theory
11.1.2. Instructional Design Model
11.1.3. Types of Learning Theory
11.1.3.1. Behavioral Learning Theory
11.1.3.1.1. Social Leaning Theory
11.1.3.2. Cognitive Theory
12. Developing Instructional Materials (Ch 9)
12.1. Cognitive Load
12.1.1. Intrinsic Load
12.1.2. Extrinsic Load
12.1.2.1. Goal-Free Effect
12.1.2.2. Worked-Example Effect
12.1.2.3. Split-Attention Effect
12.1.2.4. Redundancy
13. Mayer's Principles (Ch 10)
13.1. 1. Coherence Principle
13.2. 2. Signaling Principle
13.3. 3. Redundancy Principle
13.4. 4. Spatial Contiguity Principle
13.5. 5. Temporal Contiguity Principle
13.6. 6. Segmenting Principle
13.7. 7. Pre-Training Principle
13.8. 8. Modality Principle
13.9. 9. Personalization Principle
13.10. 10. Voice Principle
14. EVALUATION (Ch 11)
14.1. Three types of evaluation
14.1.1. Formative Evaluation
14.1.2. Summative Evaluation
14.1.3. Confirmative Evaluation
14.2. Standards of Achievement
14.2.1. Relative
14.2.2. Absolute
14.3. necessary qualities
14.3.1. Validity
14.3.2. Reliability
15. IMPLEMENTATION (Ch 15)
15.1. Planned Change
15.1.1. Innovation
15.1.1.1. CLER Model
15.1.1.1.1. Adoption
15.1.1.1.2. Diffusion
15.1.1.2. CBAM
16. INSTRUCTIONAL DESIGN(Ch 16)
16.1. Project Management
16.1.1. Scope
16.1.1.1. Project Agreement
16.1.1.2. Legal Considerations