1. Sequencing
1.1. Learning Related
1.1.1. Identifiable Prerequisite
1.1.2. Familiarity
1.1.3. Difficulty
1.1.4. Intrest
1.1.5. Development
1.2. World Related
1.2.1. Spatial Relations
1.2.2. Temporal Relations
1.2.3. Physical Attributes
1.3. Concept
1.3.1. Class relations
1.3.2. Propositional relations
1.3.3. Sophisitication
1.3.4. Logical Prerequisite
1.4. Elaboration Theory
1.4.1. Content Expertise
1.4.2. Task Experience
2. Objectives
2.1. Cognitive
2.1.1. Blooms
2.1.1.1. Remembering
2.1.1.2. Understanding
2.1.1.3. Applying
2.1.1.4. Analyzing
2.1.1.5. Evaluating
2.1.1.6. Creating
2.2. Affective
2.2.1. Behaviorial
2.2.2. Cognitive
2.2.3. Affective-Cognitive
2.2.4. Social Judgement
2.2.5. Social Learning
2.2.6. Fuctional
2.2.7. Krathwohl's Taxonomy
2.3. Psychomotor
2.3.1. Dave's Model
2.3.2. Simpson's Model
2.3.3. Harrow's Model
3. Designing the Instruction
3.1. Generative Stratigies
3.1.1. Recall
3.1.2. Intergration
3.1.3. Orginizational
3.1.4. Elaboration
4. Learning Theories
4.1. Behavioral
4.2. Cognitive
4.3. Social Learning
4.4. Instructional Design Model
4.5. Gagne
4.5.1. 9 Events of Instruction
4.5.2. Conditions of Learning
5. Developing Instructional Materials
5.1. Cognitive Load
5.1.1. Intrinsic Load
5.1.2. Extrinsic Load
5.1.2.1. Germane Load
5.1.2.2. Goal-Free Effect
5.1.2.3. Worked-Example Effect
5.1.2.4. Split-Attention Effect
5.1.2.5. Redundancy
5.2. Technology Based Instruction
5.2.1. Mayer's Principles
5.2.1.1. Reducing Extraneous Overlaod
5.2.1.1.1. Coherence
5.2.1.1.2. Signaling
5.2.1.1.3. Redundancy
5.2.1.1.4. Spatital
5.2.1.1.5. Temporal
5.2.1.2. Managing Essential Overlaod
5.2.1.2.1. Segmentnting
5.2.1.2.2. Pre-Training
5.2.1.2.3. Modality
5.2.1.3. Fostering Generative Processing
5.2.1.3.1. Personalization
5.2.1.3.2. Voice
6. Evaluation
6.1. Formative
6.2. Summative
6.3. Confirmitive
6.4. Validity
6.5. Reliability Standards
7. Implementation
7.1. Planned Change
7.1.1. Diffusion
7.1.2. Adoption
7.2. Innovation
7.3. CLER Model
7.4. CBAM
8. Pre-Instructional Stratigies
8.1. Pretests
8.2. Behaviorial Objectives
8.3. Overviews
8.4. Advanced Orginizer
8.5. Design Considerations
8.5.1. Text Design
8.5.2. Pictures and Graphics
9. Conducting a contextual Analysis
9.1. Collecting Data
9.1.1. survey
9.1.2. observation
9.1.3. interview
9.2. Analyzing Data
10. Analysis
10.1. Contexttual
10.1.1. Orienting
10.1.1.1. Goals
10.1.1.2. Organizing Factors
10.1.1.3. Perceived utility of instruction
10.1.1.4. perception of accountability
10.1.1.5. Immediate Environmental
10.1.2. Instructional
10.1.2.1. Lighting
10.1.2.2. Noise
10.1.2.3. Temperature
10.1.2.4. Seating
10.1.2.5. Accomodations
10.1.2.6. Equipment
10.1.2.7. Transportation
10.1.3. Transfer
10.1.3.1. Oppertunities
10.1.3.2. support
10.2. Learner
10.2.1. General
10.2.1.1. Academic Information
10.2.1.2. Personal and Social
10.2.1.3. Culturally Diverse
10.2.1.3.1. joint productive activity
10.2.1.3.2. Developing language and literacy across the curriculum
10.2.1.3.3. connected to real world contexts
10.2.1.3.4. teaching complex thinking
10.2.1.3.5. Teaching through conversation
10.2.1.4. Disabilities
10.2.1.5. Adult
10.2.1.5.1. highly motivated
10.2.1.5.2. expect relevancy
10.2.1.5.3. don't waist time
10.2.1.5.4. expectation for prepared instructor
10.2.1.5.5. self directed and independent
10.2.1.5.6. want to participate in decision making
10.2.1.5.7. less flexible - set in their ways
10.2.1.5.8. may prefer small group work - social
10.2.2. Prerequisities
10.2.3. Learning styles
10.3. Task
10.3.1. Content Structures
10.3.1.1. Facts
10.3.1.2. Concepts
10.3.1.3. Principles or rules
10.3.1.4. Procedures
10.3.1.5. Interpersonal Skills
10.3.1.5.1. Critical Incident METHOD
10.3.1.6. Attitudes
10.3.2. Topic
10.3.3. Procedures
10.3.3.1. Cognitive
11. Getting Started - The Basics
11.1. Instructional Problem
11.2. Methods
11.3. Objectives
11.4. Evaluation
11.5. ADDIE
11.6. Roles
11.6.1. Instructional Designer
11.6.2. SME
11.6.3. Evaluator
11.6.4. Learner
12. Needs
12.1. Assesment
12.1.1. Performance assesment
12.1.2. Goal Analysis
12.2. Normative
12.3. Comparitive
12.4. Felt
12.5. Expressed
12.6. Anticiapted
12.7. Critical Incident
13. Conducting a Task Anaylsis
13.1. SME
13.2. Gathering Data
13.2.1. literature research
13.2.2. Interviewing SME
13.2.3. Developer Modeling