Read more
Zusatztext Winner of the 2011 AECT Foundation James W. Brown Publication Award"A major strength of these volumes lies in the organization and presentation of the ideas they contain...A source book, these volumes could continue to provide novice and experienced teachers valuable, theoretical supports as they design instruction to address specific student-defined instructional needs."--Education Review, September 2009"…one of the most thought-provoking academic works on the leading instructional-design paradigm in educational technology (ET) and beyond…This book is well structured and almost seamless."--British Journal of Educational Technology, 2009"Reigeluth...brings together an impressive collection of theorists and practitioners...to update earlier perspectives on the design of instruction by sharing the results of their research and theory building."--Educational Technology & Society, 13 (2), 219-221, 2010"This is a valuable book that will especially appeal to those interested in what is one of the most fundamental questions in education, namely, how can teachers and instructors help people to learn better?"--Teaching Theology and Religion Informationen zum Autor Charles M. Reigeluth is a Professor in the Instructional Systems Technology department at Indiana University. Alison A. Carr-Chellman is a Professor of Education (Instructional Systems) in the Learning and Performance Systems department at The Pennsylvania State University. Klappentext Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base is best described by its new subtitle. Whereas Volume II sought to comprehensively review the proliferating theories and models of instruction in the 1980's and 1990's, Volume III takes on an even more daunting task: starting to build a common knowledge base to underlie and support the array of instructional theories, models and strategies that constitute the field. Zusammenfassung Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base is perhaps best described by its new subtitle. Whereas Volume II sought to comprehensively review the proliferating theories and models of instruction of the 1980’s and 1990’s, Volume III takes on an even more daunting task: starting to build a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies that constitute the field of Instructional Design. Unit I describes the need for a common knowledge base, offers some universal principles of instruction, and addresses the need for variation and detailed guidance when implementing the universal principles. Unit II describes how the universal principles apply to some major approaches to instruction such as direct instruction or problem-based instruction. Unit III describes how to apply the universal principles to some major types of learning such as understandings and skills. Unit IV provides a deeper understanding of instructional theory using the structural layers of a house as its metaphor and discusses instructional theory in the broader context of paradigm change in education. Inhaltsverzeichnis UNIT 1: FRAMEWORKS FOR UNDERSTANDING INSTRUCTIONAL THEORY 1. Understanding Instructional Theory, Charles M. Reigeluth & Alison Carr-Chellman 2. Understanding Instruction, Charles M. Reigeluth & John B. Keller 3. First Principles of Instruction, M. David Merrill 4. Situational Principles of Instruction, Charles M. Reigeluth & Alison Carr-Chellman UNIT 2: THEORIES FOR DIFFERENT APPROACHES TO INSTRUCTION 5. Direct Approach to Instruction, William G. Huitt, David M. Monetti, & John H. Hummel 6. Discussion Approach to Instruction, Joyce Taylor Gibson 7. Experiential Approach to Instruction, Lee Lindsey & Nancy Berger 8. Problem-Based Approach to Instruction, John...
