- Identify instructional goal(s)
- Performance analysis
- Needs assessment
- Job analysis
- Clarifying instructional goals
- Learners, context, and tools
- Criteria for establishing instructional goals
- Conduct instructional analysis
- Conducting a goal analysis
- Verbal info
- Intellectual skills
- Psychomotor skills
- Attitudes
- Cognitive strategies
- Goal analysis procedures
- Analysis of substeps
- Identifying subordinate skills and entry behaviors
- Hierarchical approach
- Procedural analysis
- Cluster analysis
- Subordinate skills analysis techniques for attitude goals
- Combining instructional analysis techniques
- Instructional analysis diagrams
- Entry behaviors
- The tentativeness of entry behaviors
- Conducting a goal analysis
- Analyze learners and contexts
- Learner analysis
- Collecting data for learner analysis
- Analysis of performance context
- Collecting data for performance context analysis
- Analysis of learning context
- Collecting data for learning context analysis
- Public school contexts
- Evaluation and revision of the instructional analysis
- Write performance objectives
- Performance objective
- Components of an objective
- Derivation of behaviors
- Derivation of conditions
- Derivation of criteria
- Process for writing objectives
- Evaluation of objectives
- The function of objectives
- Develop assessment instruments
- Four types of criterion-referenced tests and their uses
- Designing a test
- Determining mastery levels
- Writing test items
- Setting mastery criteria
- Types of items
- Sequencing items
- Writing directions
- Evaluating tests and test items
- Developing instruments to measure performances, products, and attitudes
- Using portfolio assessments
- Evaluating congruence in the design process
- Develop instructional strategy
- Selection of delivery system
- Content sequence and clustering
- Learning components of instructional strategies
- Learning components for learners of different maturity and ability levels
- Learning components for various learning outcomes
- Learning components for constructivist strategies
- Student groupings
- Selection of media and delivery systems
- Develop and select instructional materials
- The delivery system and media selections
- Components of an instructional package
- Selecting existing instructional materials
- The designer's role in material development and instructional delivery
- Developing instructional materials for formative evaluation
- Design and conduct formative evaluation of instruction
- Designing formative evaluations
- Role of subject-matter, learning, and learner specialists in formative evaluation
- One-to-one evaluation with learners
- Small group evaluation
- Field trial
- Formative evaluation in the performance context
- Formative evaluation of selected materials
- Formative evaluation of instructor-led instruction
- Data collection for selected materials and instructor-led instruction
- Concerns influencing formative evaluation
- Problem solving during instructional design
- Revise instruction
- Analyzing data from one-to-one trials
- Analyzing data from small-group and field trials
- Revision process
- Revising selected materials and instructor-led instruction
- Design and conduct summative evaluation
- Expert judgment phase of summative evaluation
- Field trial phase of summative evaluation
- Comparison of formative and summative evaluations
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