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From Principles of Learning to Strategies for Instruction - Empirically Based Ingredients to Guide Instructional Development (Hardcover, 2005 ed.)
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From Principles of Learning to Strategies for Instruction - Empirically Based Ingredients to Guide Instructional Development (Hardcover, 2005 ed.)
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The primary goal of instructional design is improving the quality
of learning and instruction. Instructional designers have focused
on a number of areas of critical concern and developed a variety of
techniques to achieve this goal (Reigeluth, 1983, 1999). Critical
areas of concern for those who plan, implement and manage
instruction include (a) needs assessment (identifying gaps or
deficiencies in knowledge and performance to be addressed in
instruction); (b) task analysis (identifying the types of
knowledge, skills and attitudes to be developed during
instruction); (c) learner analysis (determining who the learners
are, what they know, relevant differences, etc. ); (d)
instructional strategies (developing strategies appropriate for the
task and learners involved); and (e) assessment and evaluation
(determining how to assess individual progress and evaluate
programs). There are many books already in print that treat the
general domain of instructional design, as well as texts that
target each of these areas of concerns. Why then another book on
these issues? There are several answers to this question. Many of
the available books treat instruction as a formal process that
proceeds according to specific and detailed instructional systems
development models (see, for example, Dick, Carey & Carey,
2005). Indeed, the US military has created a series of handbooks
specifying details of the various instructional development
processes (see Department of Defense, 1999).
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