Instructional Design 1

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Instructional Design 1 by Mind Map: Instructional Design 1

1. Instructional Problem

1.1. Fundamental Components of Instructional Design - Framework for instructional planning

1.1.1. Learners

1.1.2. Objectives

1.1.3. Methods

1.1.4. Instructional Planning

1.1.4.1. Instructional Designer

1.1.4.2. Subject Matter Expert

1.1.4.3. Evaluator

1.1.4.4. Addie

1.1.4.4.1. Analysis

1.1.4.4.2. Design

1.1.4.4.3. Development

1.1.4.4.4. Implementation

1.1.4.4.5. Evaluation

1.1.5. Evaluation

1.1.5.1. Summative

1.1.5.2. Formative

2. Task Analysis

2.1. Topic Analysis

2.1.1. Content Structures

2.1.1.1. Fact

2.1.1.2. Concepts

2.1.1.3. Principles and Rules

2.1.1.4. Procedures

2.1.1.5. Interpersonal Skills

2.1.1.6. Attitudes

2.2. Procedural Analysis

3. Instructional Objectives

3.1. Objective Domains

3.1.1. Cognitive Domain

3.1.1.1. Bloom's Taxonomy

3.1.1.1.1. Knowledge (Remembering)

3.1.1.1.2. Comprehension (Understanding)

3.1.1.1.3. Application (Applying)

3.1.1.1.4. Analysis (Analyzing)

3.1.1.1.5. Synthesis (Evaluating)

3.1.1.1.6. Evaluation (Creating)

3.1.2. Psychomotor Domain

3.1.2.1. Dave's Model

3.1.2.1.1. Imitate

3.1.2.1.2. Manipulate

3.1.2.1.3. Precision

3.1.2.1.4. Articulation

3.1.2.1.5. Naturalization

3.1.2.2. Simpson's Model

3.1.2.2.1. Perception

3.1.2.2.2. Set

3.1.2.2.3. Guided Response

3.1.2.2.4. Mechanism

3.1.2.2.5. Complex Overt Response

3.1.2.2.6. Adaptation

3.1.2.2.7. Origination

3.1.2.3. Harrow's Model

3.1.2.3.1. Reflex Movement

3.1.2.3.2. Basic-fundamental Movements

3.1.2.3.3. Perceptual Abilities

3.1.2.3.4. Physical Abilities

3.1.2.3.5. Skilled Movements

3.1.2.3.6. Nondiscursive Communication

3.1.3. Affective Domain

3.1.3.1. Behavioral Learning Theory

3.1.3.2. Cognitive Dissonance Theory

3.1.3.3. Affective-Cognitive Consistency

3.1.3.4. Social Judgement Theories

3.1.3.5. Social Learning Theory

3.1.3.6. Functional Theories

3.1.3.7. Krathwohl's Taxonomy

3.1.3.7.1. Receiving/Attending

3.1.3.7.2. Responding

3.1.3.7.3. Valuing

3.1.3.7.4. Conceptualizing/Organizing

3.1.3.7.5. Characterizing by value

4. Need for Instruction

4.1. Needs Assessment

4.1.1. Normative Needs

4.1.2. Comparative Needs

4.1.3. Felt Needs

4.1.4. Expressed Needs

4.1.5. Anticipated Needs

4.1.6. Critical Incident Needs

4.2. Goal Analysis

4.2.1. Identify an Aim

4.2.2. Set Goals

4.2.3. Refine Goals

4.2.4. Rank Goals

4.2.5. Refine Goals Again

4.2.6. Make a Final Ranking

4.3. Performance Assessment

5. Learner and Contextual Analysis

5.1. Context

5.1.1. Contextual Analysis

5.1.1.1. Collecting Data

5.1.1.2. Analyzing Data

5.1.2. Types of Context

5.1.2.1. Orienting Context

5.1.2.1.1. Learner Factors

5.1.2.1.2. Organizational Factors

5.1.2.1.3. Immediate Environment Factors

5.1.2.2. Instructional Context

5.1.2.2.1. Learner Factors

5.1.2.2.2. Immediate Environment Factors

5.1.2.2.3. Organizational Factors

5.1.2.3. Transfer Context

5.1.2.3.1. Learner Factors

5.1.2.3.2. Immediate Environment Factors

5.1.2.3.3. Organizational Factors

5.2. Learner Analysis

5.2.1. General Characteristics

5.2.2. Specific Entry Characteristics

5.2.3. Learning Styles

6. Instructional Sequencing

6.1. Learning Related Sequencing

6.1.1. 5 Student Learning Concepts

6.1.1.1. Prerequisite skills

6.1.1.2. Teaching the known

6.1.1.3. Level of difficulty

6.1.1.4. Content based on interest

6.1.1.5. Development Theory

6.2. World-Related Sequencing

6.2.1. Spatial Relations

6.2.2. Temporal Relations

6.2.3. Physical Attributes

6.3. Concept-Related Sequencing

6.4. Elaboration Theory Sequencing

6.4.1. Content Expertise Sequencing

6.4.2. Task Experience Sequencing

7. Generative Strategies

7.1. Recall

7.2. Integration

7.3. Organizational

7.4. Elaboration

8. Pre-instructional Strategies

8.1. Pretests

8.2. Behavioral Objectives

8.3. Overviews

8.4. Advance Organizer

9. Conditions of Learning

9.1. Internal

9.2. External

10. Nine Events of Instruction

10.1. Gaining Attention

10.2. Informing learners of the objective

10.3. Stimulating recall of prior knowledge

10.4. Presenting the stimulus

10.5. Providing learning guidance

10.6. Eliciting performance

10.7. Providing feedback

10.8. Assessing performance

10.9. Enhancing retention and transer

11. Theories

11.1. Learning Theory

11.2. Behavioral Learning Theory

11.3. Cognitive Theory

11.4. Social Learning Theory

11.5. Instructional Theory

11.6. Instructional Design Model

12. Developing Instruction

12.1. Cognitive Load Theory

12.1.1. Intrinsic Load

12.1.2. Extrinsic Load

12.2. Germane Load

12.3. Goal-Free Effect

12.4. Worked-Example Effect

12.5. Split-Attention Effect

12.6. Redundancy

13. Mayer's Principles

13.1. Coherence Principle

13.2. Signaling Principle

13.3. Redundancy Principle

13.4. Spatial Contiguity Principle

13.5. Temporal Contiguity Principle

13.6. Segmenting Principle

13.7. Pre-Training Principle

13.8. Modality Principle

13.9. Personalization Principle

13.10. Voice Principle

14. Evaluation

14.1. Formative Evaluation

14.2. Summative Evaluation

14.3. Confirmative Evaluation

14.4. Validity

14.5. Reliability

14.6. Relative Standards

14.7. Absolute Standards

15. Instructional Implementation

15.1. Planned Change

15.2. Diffusion

15.3. Adoption

15.4. Innovation

15.5. CLER Model

15.6. CBAM

16. Project Management

16.1. Project Management

16.2. Scope

16.3. Project Agreement

16.4. Legal Considerations