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
9. Sequencing
9.1. Learning-Related Sequencing
9.1.1. 5 Student Learning Concepts
9.2. Concept-Related Sequencing
9.3. Elaboration Theory Sequencing
9.3.1. Content Expertise Sequencing
9.3.2. Task Experience Sequencing
9.4. World-Related Sequencing
9.4.1. Spatial Relations
9.4.2. Temporal Relations
9.4.3. Physical Attributes
10. Instructional Theory
11. Evaluation
11.1. Formative
11.2. Summative
11.3. Confirmative
11.4. Validity
11.5. Reliability
11.6. Relative Standards
11.7. Absolute Standards
12. Instructional Implementation
12.1. Planned Change
12.2. Diffusion
12.3. Adoption
12.4. Innovation
12.5. CLER Model
12.6. CBAM
13. Scope