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Instructional Problem
by Audra Hilterbran 08/22/2013
Instructional Problem
by Audra Hilterbran
1. Cognitive Load Theory
1.1. Intrinsic Load
1.2. Extrinsic Load
1.3. Germane Load
1.4. Goal Free Effect
1.5. Worked-Example Effect
1.6. Split-Attention Effect
1.7. Redundancy
2. Instructional Designer
2.1. ID Influencers
2.1.1. SME
2.1.2. Evaluator
2.1.2.1. Evaluation
2.1.3. Learners
2.1.3.1. Learner Analysis
2.1.4. ADDIE
2.1.5. Objectives
2.1.6. Project Agreement
2.1.7. Legal Considerations
2.2. Methods
2.3. Mayer's Principles
2.4. Project Management
3. Needs Assessment
3.1. Normative Needs
3.2. Comparative Needs
3.3. Felt Needs
3.4. Expressed Needs
3.5. Anticipated Needs
3.6. Critical Incident Needs
4. Goal Analysis
5. Performance Assessment
6. Contextual Analysis
6.1. Contextual Levels
6.1.1. Transfer Context
6.1.2. Instructional Context
6.1.2.1. Instructional Conditions
6.1.3. Orienting Context
6.2. Contextual Factors
6.2.1. Learner Factors
6.2.2. Immediate Environmental Factors
6.2.3. Organizational Factors
7. Task Analysis
7.1. Topic Analysis
7.2. Content Structures
7.3. Procedural Analysis
7.4. Conditions of Learning
7.4.1. Events of Instruction
8. Instructional Objectives
8.1. Cognitive Domain
8.1.1. Bloom's Taxonomy
8.1.1.1. Creating
8.1.1.2. Evaluating
8.1.1.3. Analyzing
8.1.1.4. Applying
8.1.1.5. Understanding
8.1.1.6. Remembering
8.2. Psychomotor Domain
8.2.1. Dave's Model
8.2.2. Simpson's Model
8.2.3. Harrow's Model
8.3. Affective Domain
8.3.1. Behavioral Learning Theory
8.3.2. Cognitive Dissonance Theory
8.3.3. Affective-Cognitive Consistancy
8.3.4. Social Judgment Theories
8.3.5. Social Learning Theory
8.3.6. Functional Theories
8.3.7. Krathwohl's Taxonomy
8.4. Instructional Strategies
8.4.1. Motivational Strategies
8.4.2. Initial Presentation Strategies
8.4.3. Generative Strategies
8.4.3.1. recall
8.4.3.2. Integration
8.4.3.3. Organizational
8.4.3.4. Elaboration
8.4.3.5. Pre-Instructional Strategies
