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| Preface | |
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| About the Authors | |
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| Introduction to the Instructional Design Process | |
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| Getting Started | |
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| Questions to Consider? | |
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| Why Instructional Design?What is Instructional Design? | |
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| Premises Underlying the Instructional Design Process | |
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| Overview of our Design Model | |
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| Who''s who in the Instructional Design Process | |
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| Answering the Critics | |
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| Questions . . .Questions . . . Questions | |
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| Summary | |
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| The ID Process | |
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| Application | |
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| Answers | |
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| References | |
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| Identifying the Need for Instruction | |
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| Getting started | |
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| Questions to Consider | |
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| Is Instruction the Answer? | |
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| Needs Assessment | |
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| Goal Analysis | |
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| Performance Assessment | |
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| Summary | |
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| The ID Process | |
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| Applications | |
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| Answers | |
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| Quality Management | |
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| Instructional Design: Decisions and Choices | |
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| References | |
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| Learner and Contextual Analysis | |
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| Getting Started | |
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| Questions to Consider | |
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| Types of Learner Characteristics | |
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| Contextual Analysis | |
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| Summary | |
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| The ID Process | |
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| Application | |
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| Answers | |
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| Quality Management | |
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| Instructional Design: Decisions and Choices | |
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| References | |
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| Task Analysis | |
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| Getting Started | |
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| Questions to Consider | |
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| Task Analysis | |
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| Topic Analysis | |
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| Procedural Analysis | |
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| The Critical Incident Method | |
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| Conducting a Task Analysis | |
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| Summary | |
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| The ID Process | |
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| Application | |
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| Answer | |
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| Quality Management | |
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| Instructional Design: Decisions and Choices | |
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| References | |
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| Instructional Objectives | |
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| Getting Started | |
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| Questions to Consider | |
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| Function of Objectives | |
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| Three Objective Domains | |
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| Developing Instructional Objectives | |
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| Writing Objectives in the Cognitive Domain | |
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| Writing Objectives for the Psychomotor Domain | |
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| Writing Objectives for the Affective Domain | |
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| Classifying Objectives | |
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| Difficulties in Writing Objectives | |
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| Pros and Cons of Writing Objectives | |
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| Summary | |
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| The ID Process | |
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| Application | |
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| Answer | |
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| Quality Management | |
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| Instructional Design: Decisions and Choices | |
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| References | |
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| Designing the Instruction: Sequencing | |
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| Getting Started | |
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| Questions to Consider | |
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| The Posner and Strike Sequencing Schemes | |
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| Elaboration Theory Sequencing | |
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| From Objectives to Sequencing | |
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| Summary | |
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| The ID Process | |
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| Application | |
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| Answers | |
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| Quality Management | |
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| Instructional Design: Decisions and Choices | |
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| References | |
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| Designing the Instruction: Strategies | |
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| Getting Started | |
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| Questions to Consider | |
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| Why Instructional Strategies?Prescriptions for Instructional Strategies | |
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| Summary | |
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| The ID Process | |
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| Applications | |
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| Answers | |
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| Quality Management | |
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| Instructional Design: Decisions and Choices | |
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| References | |
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| Designing the Instructional Message | |
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| Getting Started | |
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| Questions to Consider | |
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| Preinstructional Strategies | |
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| Message Design for Text | |
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| Pictures and Graphics in Instruction | |
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| Summary | |
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| The ID Process | |
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| Application | |
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| Answer | |
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| Quality Management | |
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| Instructional Design: Decisions and Choices | |
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| References | |
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| Developing Instructional Materials | |
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| Getting Started | |
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| Questions to Consider | |
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| Starting the Development of the Instruction | |
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| Heuristics for Developing Instruction | |
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| Putting Pen to Paper or Fingers to Keyboard | |
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| Group Presentations | |
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| Self-Paced Learning | |
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| Small-Group Formats | |
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| Summary | |
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| The ID Process | |
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| Application | |
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| Answer | |
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| Quality Management | |
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| Instructional Design: Decisions and Choices | |
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| References | |
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| The Many Faces of Evaluation | |
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| Getting Started | |
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| Questions to Consider | |
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| Purposes of Evaluation | |
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| Relationship Among Formative, Summative, and Confirmative Evaluations | |
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| Relationship between Evaluation and Instructional Objectives | |
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| Validity and Reliability of Tests | |
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| Standards of Achievement | |
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| Student Self-Evaluation | |
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| Summary | |
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| The ID Process | |
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| Applications | |
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| Answers | |
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| Instructional Design: Decisions and Choices | |
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| References | |
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| Developing Evaluation Instruments | |
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| Getting Started | |
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| Questions to Consider | |
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| Testing Knowledge | |
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| Testing Skills and Behavior | |
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| Attitudes | |
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| Summary | |
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| The ID Process | |
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| Applications | |
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| Answers | |
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| Instructional Design: Decisions and Choices | |
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| References | |
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| Conducting Formative and Summative Evaluations | |
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| Getting Started | |
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| Questions to Consider | |
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| A Basic Model for Formative Evaluation | |
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| Types of Formative Evaluation | |
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| Stages of Formative Evaluation | |
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| Summative Evaluation: Determining Program Outcomes | |
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| Program Effectiveness | |
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| Program Efficiency | |