The Systematic Design of Instruction

preface xvii

to the instwctor rti

chapter1

introduction to instructional design2

the dick and carey systems approach model for designing

instruction2

components of the systents approach model6

assess needs to identify goal(s) 6

conduct instructional analysis 6

analyze leamers and contexts 7

write performance objectives 7

develop assessment instruments 7

develop instructional strategy 7

develop and select instructional materials 7

design and conduct the formative evaluation of instruction 8

revise instruction 8

design and conduct summative evaluation 8

using the systems approach model9

what are the basic components of systematically designed

instruction? 9

.for which instructional delivery system is the systems approach

appropriate? 10

does the use of the systems approach imply that all instruction

will be individualized? 10

why use the systems approach? 11

who should use the systems approach? 12

references and recommended readings

chapter2

assessing needs to identify instructional goal(s)16

objectives

background

concepts

performance analysis 19

clarimpg instructional goals 22

learners, context, and tools 22

criteria for establishing instructional goals 23

examples

leading group discussions 25

needs assessment 25

clarifying the instructional goal 25

criteria for establishing instructional goals 26

providing customer service 27

summary30

practice31

feedback32

references and recommended readings34

chapter3

conducting a goal analysis36

objectives36

background37

concepts38

verbal information 39

intellectual skills 39

psychomotor skills 40

attitudes 40

goal analysis procedures 42

analysis of substeps 45

more suggestions for identifying steps within a goal 46

examples

intellectual skills goals 48

psychomotor skills goals 49

attitudinal goals 49

verbal information goals 5l

typical first approach to goal analysis 51

summary

practice

feedback

references and recommended readings

chapter4

identifying subordinat skills and
entry behaviors58

objectives 58

background 59

concepts 60

hierarchical approach 60

cluster analysis 65

subordinate skills analysis tectriques for attittide goals 66

combichg instructional analysis techniques 67

instructional analysis diagrams 68

entry behaviors 70

the tentativeness of entry behaviors 73

examples 74

hierarchical analysis of an intellectual skill 74

topic 74

instructional goal 74

cluster analysis for verbal information subordinate skills 76

topic 76

subordinate skills 76

subordinate skills analysis of an additional goal that requires both

intellectual skills and verbal lnformation 79

topic 79

instructional goal 79

analysis of a psychomotor skill 79

topic 79

instructional goal 79

subordinate skills analysis for an attitudinal goal 82

topic 83

instructional goal 83

identification of entry behaviors 84

summary86

practice87

feedback90

references and recommended readings91

chaptr5

analyzing learners and contexts94

objectives94

background95

concepts96

learner analysis 96

entry behaviors 97

prior knowledge of topic area 97

attitudes toward cont6nt and potential delivery system 97

academic motivation (arcs) 97

educational and ability levels 98

general leatw preferences 98

attitudes toward tradrig organization 98

group characteristics 98

collecting data for learner analysis 99

output 99

context analysis of performance setting 99

managerial or supervisor support 99

physical aspects of the site 99

social aspects of the site 100

relevance of skills to workplace l00

collecting data for context analysis in the performance setting l00

output 100

context analysis of learning envirorument l00

compatibility of site with instructional requiremens l01

adaptability of site to simulate workplace 101

adaptability for delivery approaches 101

deaming-site constraints affecting design and delivery 10l

collecting data for context analysis in the learning

environrnent l02

output 102

public school contexts 102

evaluation and revision of the instructional analysis 103

examples104

learner analysis 104

performance context analysis 106

learning context analysis 108

summary111

practice113

feedback115

references and recornmended readings119

chapter6

writing performance objectives120

objectives120

background121

concepts123

performance objective 123

components of an obective 124

derivation of behaviors 125

derivation of conditions 126

derivation of criteria 128

process for writing obectives 129

evaluation of objectives 130

the function of objectives l31

examples132

verbal information and intellectual skills 132

verbal information l34

intellectual skills 134

psychomotor skills 136

attitudes 136

summary138

practice139

feedback142

references and recommended readings124

chapter7

deeloping assessment instruments144

objectives144

background145

concepts146

four types of criterion-referenced tests and their uses 146

entry behaviors test 147

pretest 147

practice tests 148

posttests l48

designing a test 149

determdrig mastery levels 150

writing test items 151

goal-centered criteria 151

learner-centered crit6ria l52

context-cefitered criteria l53

assessment-centered criteria 153

setting mastery criteria 153

types of items 154

sequencing items 155

writing directions 156

evaluating tests and test items 156

developing insmiments to measure performances, products, and

attitudes 157

writing directions 158

developing the insboment l58

identify, paraphrase, and sequence elements l58

developing the response format 159

checklist 159

rating scale l60

frequency count 161

scoring procedure 161

using portfolio assessments 162

evaluating congruence in the design process l63

examples165

test items for verbal information and intellectual skills 165

a checklist for evaluating motor skills 168

instrument for evaluating behaviors related to attitudes 170

materials for evaluating the design l71

summary173

practice174

feedback178

references and recommended readings180

chapter8

developing an instructional strategy182

objectives182

background 183

concepts 184

selection of delivery system 185

insboctional strategies 186

content sequence and clustering 187

content sequence 187

clustering instruction 188

learrting components of instructional strategies 189

preinstructional activities 190

motivating leamers 190

informing the learner of the obectives 192

informing the learner of the prerequisite skills 192

content presentation and examples 193

leamer participation 193

assessment 194

follow-through activities 195

memory skills 195

transfer of learning 195

detailed outline of learning components 196

leaming components for learners of different maturity and

ability levels 197

leaming components for various leaming outcoms 198

intellectual skills l98

verbal ioformation 20l

motor skills 202

attitudes 203

student groupings 205

selection of media and delivery systems 205

media seection for domains of leadrig 206

media selection for certain task requirements found in

obectives 207

practical considerations in choosing media and delivery

systems 207

alternative views about developing an instructional strategy 209

developing an instructional strategy 209

evaluating an instructional strategy 212

fxamples 214

sequence and cluster objectives 214

plan preinsttuctional, assessment, and follow-through

activities 215

plan content presentation and student participation 2l6

allocate activities to sessions 221

consolidate media selection and confirm or select delivery

system 221

summary224

practice225

feedback226

references and recommended readings238

chapter9

developing instructional materials240

objectives240

background241

concepts242

the delivery system and media selections 242

availability of existing instructional materials 242

production and implementation constraints 243

amount of lnstructor facilitation 243

components of an instructional package 245

instructional materials 245

assessments 245

course management information 245

selecting existing insttuctional materials 246

goal-centered criteria for evaluating materials 246

learner-centered criteria for evaluating materials 246

context-centered criteria for evaluating materials 246

leaming-centered criteria for evaluating materials 247

the designer's role in material development and instructional

delivery 247

when the designer is also the materials developer and

the instructor 247

when the designer is not the instructor 250

developing instructional materials for formative evaluation 251

rough draft materials 251

rapid prototyping 252

materials development tools and resources 253

beginning the development process 254

steps in the development of instruction 254

examples

preinstructional activities 257

mediation of preinstructional activities 257

motivation materials and session objectives 257

pretest 258

mediation of pretdst 259

conten presentation 260

mediation of instruction 260

instruction 260

leamer participation 260

mediation of learnr participation and feedack 260

learner participation script 265

feedback 265

suntmary 269

practice 270

feedback 271

references and recommended readings 281

chapter10

designing and conducting formative

evaluations282

objectives 282

background 283

concepts 284

role of subject-matter, hearning. and learner specialists

in formative evaluation 285

one-to-one evaluation with borners 286

criteria 286

selecting learners 286

data collection 287

procedures 288

assessments and questionnaires 289

leaming time 290

data interpretation 291

outcomes 29l

small-group evaluation 291

criteria and data 291

selecting learners 292

procedures 292

assessments and questionnaires 293

data summary and analysis 293

outcome 293

field trial 294

location of evaluation 294

criteria and data 294

selecting learners 294

procedure for conducting field trial 295

data summary and interpretation 295

outcomes 295

formative evaluation in the performance context 295

criteria and data 296

selecting respondents 297

procedure 297

outcomes 297

collecting data on reactions to instruction 297

formative evaluation of selected materials 300

formative evaluation of insttuctor-led instruction 301

data collection for selected materials and instructor-led

instruction 302

concerns influencing formative evaluation 302

context concerns 302

concerns about learners303

concerns about formative evaluation outcomes 304

concerns with implementing formative evaluation 304

problem solving during instructional design 305

examples

formative evaluation activities 305

one-to-one evaluation 305

small-group evaluation 307

field trial 309

formative evaluation of selected materials and

instructor-led instruction 309

instruments for assessing leamers' attitudes about instruction310

summary312

practice314

feedback315

references and recommended readings321

chapter11

revising instructional materials

objectives322

background323

concepts324

analyzing data from one-to-one trials 324

analyzing data from small-group and field trials 325

group's item-by-obective performance 326

leamers' item-by-objective performance 327

learners' performance across tests 327

graphing learners' performances 329

other types of data 330

sequence for examining data 330

entry behaviors 330

pretests and posttests 330

instructional strategy 331

learning time 33l

lnstructional procedures 33l

revision process 332

revising selected materials and instructor-led instruction 332

examples 333

summarizing item-by-objective data across tests 334

surnmarizing and analyzing data across tests 336

surrunarizing attitudinal data 337

determining how to revise instruction 340

summary 342

practice 343

feedback 344

references and recommended readings 346

chapter12

designing and conducting summative

evaluations348

objectives 348

background 349

concepts 350

expert judgment phase of summative evaluation 352

congruence analysis 352

organization's needs 352

resources 353

content analysis 353

design analysis 354

utility and feasibility analysis 354

current user analysis 354

field-trial phase of summative evaluation 356

outcomes analysis 356

planning 356

preparing 358

implementing / collecting data 358