Chapter
Summaries
Chapter 2
The foundations of instructional design first begins with the designer. The designer uses a philosophical perspective such as constructivism, contextualism, empiricism, or pragmatism to explain why they make the decisions they do. Understanding these philosophies gives designers the idea of the fundamental perspective of the intended learners. Designers also draw on theory to design because theories describe how learning occurs. Communication, systems, theories of instruction, and theories of learning are the main ones instructional designers rely on. Through the development and testing of these theories, designers build a foundation of educators' beliefs and how knowledge is acquired by the learner.
Chapter 3
Analyzing learning content can be the most time consuming part of instructional design. However, front end analysis can save time, cost and frustration. Two main parts of analysis are completing a needs assessment and a description of the learning environment. Conducting a needs assessment will determine if instructional design is truly needed. Different models, such as the problem, innovation, or discrepancy model are used to conduct a needs assessment. They help determine the problem, nature, and goals of the instructional needs. Gathering data, describing the learning environment, evaluating, and validating this information help designers analyze and determine the actual need.
Chapter 4
Analyzing the learner is critical to effective instructional design. First determining the primary and secondary audiences, and then determining the similarities and differences among learners; designers are better able to create instruction that is effective and interesting. Four categories of human characteristics are stable similarities, stable differences, changing similarities, and changing differences. The similarities include sensory capacities, information processing, intellectual development and language development. Differences include aptitudes, styles, developmental stages, and prior learning. Learner characteristics include cognitive, physiological, affective, and social. Using these characteristics, instructional designers can outline, assess, and determine implications to influence and create effective and interesting instruction.
Chapter 5
Analyzing the learning task consists of some primary steps. These steps are to write a learning goal, determine types of goals, information-processing, conduct a prerequisite analysis and determine the type of learning, write learning objectives, and write test specifications. Determining types of learning is next. The types of learning consist of declarative knowledge, intellectual skills, cognitive strategies, attitudes, psychomotor skills, and learning enterprises. Next is conducting an information-processing analysis. This involves two stages; the information-processing, and a prerequisite analysis of the steps identified. Analyzing the goal ensures effective instruction, along with considering the environment, learner, and task.
Chapter 2
The foundations of instructional design first begins with the designer. The designer uses a philosophical perspective such as constructivism, contextualism, empiricism, or pragmatism to explain why they make the decisions they do. Understanding these philosophies gives designers the idea of the fundamental perspective of the intended learners. Designers also draw on theory to design because theories describe how learning occurs. Communication, systems, theories of instruction, and theories of learning are the main ones instructional designers rely on. Through the development and testing of these theories, designers build a foundation of educators' beliefs and how knowledge is acquired by the learner.
Chapter 3
Analyzing learning content can be the most time consuming part of instructional design. However, front end analysis can save time, cost and frustration. Two main parts of analysis are completing a needs assessment and a description of the learning environment. Conducting a needs assessment will determine if instructional design is truly needed. Different models, such as the problem, innovation, or discrepancy model are used to conduct a needs assessment. They help determine the problem, nature, and goals of the instructional needs. Gathering data, describing the learning environment, evaluating, and validating this information help designers analyze and determine the actual need.
Chapter 4
Analyzing the learner is critical to effective instructional design. First determining the primary and secondary audiences, and then determining the similarities and differences among learners; designers are better able to create instruction that is effective and interesting. Four categories of human characteristics are stable similarities, stable differences, changing similarities, and changing differences. The similarities include sensory capacities, information processing, intellectual development and language development. Differences include aptitudes, styles, developmental stages, and prior learning. Learner characteristics include cognitive, physiological, affective, and social. Using these characteristics, instructional designers can outline, assess, and determine implications to influence and create effective and interesting instruction.
Chapter 5
Analyzing the learning task consists of some primary steps. These steps are to write a learning goal, determine types of goals, information-processing, conduct a prerequisite analysis and determine the type of learning, write learning objectives, and write test specifications. Determining types of learning is next. The types of learning consist of declarative knowledge, intellectual skills, cognitive strategies, attitudes, psychomotor skills, and learning enterprises. Next is conducting an information-processing analysis. This involves two stages; the information-processing, and a prerequisite analysis of the steps identified. Analyzing the goal ensures effective instruction, along with considering the environment, learner, and task.
