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).

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).

From Principles of Learning to Strategies for Instruction

Part One

The purpose of this book is to help educators and training developers to improve the quality of their instruction. Unlike other available works, the text is not limited to a particular theoretical position. Nor is it like many of the instructional design texts, which ignore the learning literature. Rather, it draws upon any and all of those research-based principles regardless of learning theory, which suggest heuristics to guide instructional strategies. The approach of the authors is unique in that they develop a framework or model taxonomy for tasks, through which the principles of learning can be related to particular learning processes, suggesting distinctive strategies for specific instructional tasks. The authors present a four-stage model that includes acquisition, automaticity, near term transfer, and far term transfer.

Workbook Companion

Part Two

In this Workbook Companion, the strategies presented in the original book are expanded by supplying practical and specific strategies to implement of a variety of other subject matters. These strategies are based on the needs which the authors currently see and cite in existing educational systems. Each chapter concentrates on providing recommended instructional strategies and practical exercises for a specific target group: high school age adolescents. Contributors supply strategies in the different learning domains including Cognitive, Psychomotor, Affect, and Interpersonal, and each individual is responsible for training teachers, developing and/or evaluating curricula for such training, and educating high school students throughthe development and implementation of curricula.

Developed for both new and experienced teachers developing curricula for high-school adolescents, the goal of the Workbook Companion is to provide those in the field of education with strategies to incorporate each of the four domains into their lesson plans, regardless of subject area.

Praise for From Principles of Learning to Strategies for Instruction with Workbook Companion

"In 20] years of instructional design this book is the most comprehensive attempt to smoothly connect learning theory with practice advice and also provide clear examples of completed instruction that utilized both learning theory and best practice."

"I think that this book would benefit nearly everyone interested in instructional design."
- Richard Clark, Professor of Educational Psychology, Director, Center for Cognitive Technology, University of Southern California