Instructional Problem

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Instructional Problem by Mind Map: Instructional Problem

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