Patricia L. Smith and Tillman J. Ragan are the authors of Instructional Design, 3rd Edition, published by Wiley.

• I INTRODUCTION 1CHAPTER 1 INTRODUCTION TO INSTRUCTIONAL DESIGN 3Introduction 4What Does Instructional Design Mean? 4What is Design? 6The Instructional Design Process 8CHAPTER 2 FOUNDATIONS OF INSTRUCTIONAL DESIGN 17Why Discuss Philosophy and Theory in an Instructional Design Text? 18The Philosophical Perspectives of Instructional Design 18What Is Theory? 23Major Theory Bases Contributing to Instructional Design 23II ANALYSIS AND ASSESSMENT 39CHAPTER 3 INSTRUCTIONAL ANALYSIS: ANALYZING THE LEARNING CONTEXT 41Overview of Analysis 42Determining Instructional Needs 43Describing the Learning Environment 49Working with an Expert 52CHAPTER 4 INSTRUCTIONAL ANALYSIS: ANALYZING THE LEARNERS 57An Overview of Learner Analysis 58Similarities and Differences between Learners 59Changing Similarities 65Significance of Types of Learner Characteristics 69CHAPTER 5 INSTRUCTIONAL ANALYSIS: ANALYZING THE LEARNING TASK 75Overview of Analysis of the Learning Task 76Writing Learning Goals 77Determining Types of Learning 78Conducting an Information-Processing Analysis 83Writing Learning Objectives 94CHAPTER 6 ASSESSING LEARNING FROM INSTRUCTION 103An Overview of Assessment of Learning from Instruction 104Purposes of Evaluation 104Purposes and Models of Assessment of Learners’ Achievement 105Types of Assessments 107Characteristics of Good Assessment Instruments 108Formats of Assessment 112Item Specifications 116Assessment Instrument Blueprints 121III INSTRUCTIONAL STRATEGIES 125CHAPTER 7 A FRAMEWORK FOR INSTRUCTIONAL STRATEGY DESIGN 127An Overview of Instructional Strategy Concerns in Instructional Design 128Exercise A 128Lesson-Level Organizational Strategies 129Lessons and Learning Environments 131Exercise B 140Alternatives in Locus of Information Processing 141Supplantive and Generative Strategies of Instruction 142Types of Learning and Instructional Strategies 143Exercise C 146CHAPTER 8 STRATEGIES FOR DECLARATIVE KNOWLEDGE INSTRUCTION 151Introduction 152A Review of Declarative Knowledge Learning 152Cognitive Processes of Learning Declarative Knowledge 153Conditions Supporting Declarative Knowledge Learning and Example Lessons 156Assessment of Declarative Knowledge 167Exercises 167CHAPTER 9 STRATEGIES FOR INSTRUCTION LEADING TO CONCEPT LEARNING 171A Review of Concept Learning 172Cognitive Processes and Structures in Concept Learning 173Essential Conditions of Learning Concepts 175Assessment of Concept Learning 180Exercises 181Examples Concept Lesson 182CHAPTER 10 STRATEGIES FOR INSTRUCTION LEADING TO LEARNING PROCEDURES 188A Review of Learning to Apply a Procedure 189Cognitive Processes Involved in the Learning of Procedures 190Conditions Supporting the Learning of Procedures 190Asessment of Procedure Learning 197Example Procedure Learning Lesson 198Exercises 202CHAPTER 11 STRATEGIES FOR INSTRUCTION LEADING TO PRINCIPLE LEARNING 204A Review of Principle Learning 205Exercises 206Cognitive Processes of Learning Principles 206Conditions Supporting Learning Principles 207Assessment of Principle Application 211Example Principle Application Lesson 212CHAPTER 12 STRATEGIES FOR PROBLEM-SOLVING INSTRUCTION 217A Review of Problem-Solving Learning 218Cognitive Requirements of Problem-Solving Learning 219Problem-Solving Task-Analysis 222The Differences between Expert and Novice Problem Solvers 222Instructional Events for a Problem-Solving Lesson 223Assessment of Problem Solving Learning 227Macrostrategies for Problem-Solving Instruction 228Example Problem Solving Lesson 234Exercise 237CHAPTER 13 STRATEGIES FOR COGNITIVE STRATEGY INSTRUCTION 243A Review of Cognitive Strategy Learning 244Cognitive Requirements of Cognitive Strategy Learning 246General Approaches to Teaching Cognitive Strategies 247Events of Instruction for Teaching Cognitive Strategies 248Impediments to Strategy Use 253Assessment of Cognitive Strategy Learning 254Exercise 255CHAPTER 14 STRATEGIES FOR ATTITUDE LEARNING 259Introduction 260Instruction for Attitude Objectives 260Exercise A 260A Review of Attitude Learning 262Exercise B 265Example Attitude Lesson 265Instructional Conditions for Attitude Objectives 265Assessment of Attitude Learning 266CHAPTER 15 STRATEGIES FOR PSYCHOMOTOR SKILL LEARNING 272Introduction 273A Review of Psychomotor Learning 273Exercise A 275Critical Elements of Psychomotor Skills 275Exercise B 277A General Procedure for Teaching Psychomotor Skills 279Assessment of Psychomotor Skill Learning 281CHAPTER 16 MACRO STRATEGIES: INTEGRATION OF TYPES OF LEARNING 285Introduction 286Curriculum Sequencing Structures 286Exercise A 290Integrative Curriculum Tools and Concepts 290Alternative Views of Curriculum Design 293Technology’s Assistance to Integrated CurriculumDesigns 295Prescriptions for Curriculum Design 296Exercise B 296IV IMPLEMENTATION ,MANAGEMENT,AND EVALUATION 301CHAPTER 17 IMPLEMENTATION 303Overview of Implementation 304What is Implementation? 304What is the Role of Implementation in Instructional Design? 304Importance of Considering Implementation 305Timing of Implementation 305Stages of the Adoption Process 305Principles for Encouraging Implementation 306An Approach to Facilitating Implementation: CBAM 307Fidelity of Implementation 308Adoption, Adaptation, and Integration 308Embodiment as Implementation 309Exercises 309CHAPTER 18 MANAGEMENT OF INSTRUCTION 312Overview of Management of Instruction 313Why Should a Designer Know Project Management 313Defining Project Management 313Project Management in Instructional Design 314Standards for Project Management 315Project Integration Management 316Project Scope Management 316Project Time Management 316Project Cost Management 318Project Human Resource Management 318Risk, Change, and Crisis Management 319Macro-Level and Micro-Level Management Issues 320Instructional Management 321Integrated Learning Systems 321Course Management Systems 322Exercises 323CHAPTER 19 FORMATIVE AND SUMMATIVE EVALUATION 326Evaluating Instructional Materials 327Overview of Formative Evaluation 327Phases of Formative Evaluation 328Exercises 341An Overview of Summative Evaluation 342Alternative Approaches to Summative Evaluation 343Procedures for Summative Evaluation 344V CONCLUSION 353CHAPTER 20 CONCLUSIONS AND FUTURE DIRECTIONS 355Overview 356A Summary of the Major Principles Guiding Instructional Design 356“Appropriate” Instructional Design 356Resources 357Criticality 358Accountability 359Expectations/Requirements of the Client Agency 359Exercise A 363What Instructional Designers Do 359Future Directions for Instructional Design 364New Assumptions 368Exercise B 368Author index 373Subject index 377