First Principles of Instruction E-Book

M. David Merrill

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 790

Veröffentlichungsjahr: 2012

Beschreibung

This handy resource describes and illustrates the conceptsunderlying the "First Principles of Instruction" andillustrates First Principles and their application in a widevariety of instructional products. The book introduces thee³ Course Critique Checklist that can be used toevaluate existing instructional product. It also providesdirections for applying this checklist and illustrates its use fora variety of different kinds of courses. The Author has alsodeveloped a Pebble-in-the-Pond instructional design model with anaccompanying e³ ID Checklist. This checklistenables instructional designers to design and develop instructionalproducts that more adequately implement First Principles ofInstruction.

Leseprobe

Table of Contents

Cover

About this Book

Why is this topic important?

What can you achieve with this book?

How is this book organized?

Title

Copyright

List of Figures and Tables

Figures

Tables

Online Premium Content

About Pfeiffer

Acknowledgments

Preface

Part I: Identifying e

3

Instruction

Chapter 1: What Are the Problems with Instruction?

Introduction

What Is Instruction?

Is Training Education?

Do Today's Technologies Require New Instructional Strategies?

Have Learners Changed?

What Are Some Common Instructional Mistakes?

Is Information Instruction?

Where Are the Examples?

Where Is the Application?

What Do Learners Already Know?

How Much Help Is Too Much?

Does Reading Online Text Facilitate Learning?

Does Learner Interaction Facilitate Learning?

Do Educational Games Facilitate Learning?

What Are the Problems for Instructional Professionals?

Chapter 2: First Principles of Instruction

Introduction

First Principles of Instruction and Levels of Instructional Strategy

Evaluating Complex Problem Solving

Demonstration Course—First Aid

Summary

Chapter 3: Instructional Content

Introduction

Why Do We Need a Technical Vocabulary?

What Are the Different Types of Skill Required to Solve a Problem?

What Are the Content Elements Required for Each Type of Skill?

Chapter 4: Instructional Interaction

Introduction

Why Do We Need a Technical Vocabulary for Instructional Interaction?

What Are the Primary Forms of Instructional Interaction?

What Are Other Essential Features of an e3 Demonstration?

What Are Other Essential Features of an e3 Application?

Chapter 5: Instructional Strategies

Introduction

Information-About Instructional Strategy

Part-of Instructional Strategy

Kind-of Instructional Strategy

How-to Instructional Strategy

What-Happens Instructional Strategy

Chapter 6: Instructional Strategies for Problem Solving

Introduction

Content Elements for a Problem-Solving Event

Instructional Strategy for a Problem-Solving Event

Strategy Demonstration for Problem-Solving Event

Content Elements for a Whole Problem

Instructional Strategy for a Whole Problem

Strategy Demonstration for a Whole Problem

Chapter 7: Problem-Centered Instructional Strategy

Introduction

Problem-Centered Instructional Strategy

Instructional Events Distributed Across a Problem Progression

Problem-Centered Strategy Example: Entrepreneur Course

Problem-Centered Strategy Example: General Education Course

Chapter 8: Enhancing Instructional Strategies with Structural Frameworks and Learner Interaction

Introduction

Effective Activation Through Structural Frameworks

Problem-Solving Integration Through Learner-to-Learner Interaction

Chapter 9: Multimedia Implementation Of Instructional Strategies

Introduction

Multimedia for Instructional Events

Use the Form of Multimedia That Most Clearly Represents the Properties of a Portrayal

Multimedia for Format

Multimedia for Navigation

Multimedia for Interaction

Misuse of Multimedia

Example of e

3

Multimedia Implementation—Entrepreneur

Chapter 10: Critiquing Instructional Strategies in Existing Instruction

Introduction

Component Skill Checklists

Whole Problem Critique

Part II: Designing e

3

Instruction

Chapter 11: A Pebble-in-the-Pond Model for Instructional Design

Introduction

Instructional Systems Design (ISD)

Pebble-in-the-Pond

Unique Properties of Pebble-in-the-Pond

Chapter 12: Designing Functional Prototypes

Introduction

What Is a Functional Prototype?

Why a Functional Prototype?

Designing a Functional Prototype

Instructional Strategy Templates

Your Templates

Chapter 13: Design a Problem Prototype

Introduction

Identify Content, Goal, and Learner Population

Identify a Class of Problems

Collect a Sample of Problem Portrayals

Identify Component Skills for the Problem Portrayals

Design a Prototype Problem Demonstration

Design a Prototype Problem Application

What Are Some of the Challenges in Identifying a Good Problem?

Chapter 14: Design a Problem Progression

Introduction

What Makes a Good Progression?

Acquire a Sample of Problem Portrayals

Identify the Component Skills

Adjust the Sequence in the Progression

Modify, Delete, or Add Portrayals

Problem Progression Compared with Traditional Instructional Design

Chapter 15: Design Strategies for Component Skills

Introduction

Determine an Instructional Event Table

Design Demonstrations and Applications for Conditions and Steps

Check Your Instructional Strategy

Component Skill Instruction Compared with Traditional Instructional Design

Chapter 16: Design Structural Framework and Peer-interaction Strategy Enhancements

Introduction

Structural Frameworks

Peer-Interaction

Chapter 17: Finalize the Functional Prototype

Introduction

Course Organization

Learner Interface

Navigation

Supplemental Materials

Chapter 18: Design Assessment And Evaluation

Introduction

Design Assessment

Conduct Evaluation

What Works?

Revise Prototype

Chapter 19: The Pebble-in-the-Pond Instructional Design Checklist

Introduction

Part III: Support for First Principles of Instruction

Chapter 20: Indirect Support for First Principles of Instruction

Introduction

Problem-Centered

Activation

Demonstration

Application

Integration

Indirect Support Summary

Analysis of Representative Instructional Theories

Review of Instructional Theories

Conclusions from Review of Instructional Design Theories

Chapter 21: Direct Research Support for First Principles of Instruction

Introduction

Experimental Study—Excel

Experimental Study—Flash Programming

Student Evaluations—Frick

Informal Applications

Summary

Chapter 22: First Principles of Instruction and the Future

Introduction

Why This Theoretical Approach to Instructional Design

The Science and Technology of Instructional Design

Theory

Instructional Design Research

Instructional Design Tools

Instructional Development

Instructional Evaluation

The Future

Appendix: Adding Assessment Capabilities to PowerPoint

What Is a Script or Macro?

Register Macro

Application Slide Data

Time Data

Attitude Data

Assign Learners to Treatments

Glossary

References

About the Author

Index

End User License Agreement

Pages

Cover

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Guide

Cover

Table of Contents

Begin Reading

List of Illustrations

Part I: Identifying e

3

Instruction

Figure I-1: Content Organization for

First Principles of Instruction

Part 1

Chapter 01: What Are the Problems with Instruction?

Figure 1-1: Information Only—Textbook Online

Figure 1-2: Information Plus Remember-Question

Figure 1-3: Information with No Examples

Figure 1-4: Insufficient Examples and Missing Application

Figure 1-5: Tell-and-Ask Instruction

Figure 1-6: Remember-What-I-Told-You Questions

Figure 1-7: Too Much Guidance

Figure 1-8: Reading Online Text

Figure 1-9: Ineffective Game

Chapter 02: First Principles of Instruction

Figure 2-1: First Principles of Instruction