A01=A J Romiszowski
Adult Literacy Problem
affective
AIDA
Author_A J Romiszowski
Black Box
Category=JNDG
Common Language
Competency Based Education
cycle
Designing Instructional Systems
domain
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
GCE Examination
Group Learning Conditions
Instructional Design
Instructional Design Process
Instructional Design Project
Instructional System
Instructional Systems Development
Instructional Tactics
keller
Keller Plan
Krathwohl Taxonomies
learning
Learning Task Content
mastery
ONC
Pe Rc
plan
process
psychomotor
Psychomotor Domain
RUL
Sensori Motor Skills
skill
Skill Cycle
Target Population Analysis
Te Ch
Product details
- ISBN 9780850387872
- Weight: 800g
- Dimensions: 156 x 234mm
- Publication Date: 01 Jan 1984
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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This book deals with large-scale or macro-level instructional design, which is referred to by other authors variously as curriculum development, course design, training system design or instructional systems design. The emphasis throughout the book is on the application of a systems approach, which implies both a way of thinking about the problem and a methodology for seeking and developing solutions. Thus the approach of the book is problem-oriented. The successful problem-solver requires more than a technique or procedure. He requires experience of similar problems, some general principles that he can apply to the class of problems and a great deal of creativity to develop an optimal method of solving each problem. This book brings together the theories and practical experience that have been built up by instructional technologists over the last two decades, the techniques that are currently most used for the analysis of problems in education and for their solution, and a range of new ideas specially developed by the author to encourage the creative element (so often missing from educational materials). This book is intended for anyone involved in instructional design. It is designed on a ‘grid’ structure to facilitate the reader’s choice of chapters. Those who wish to gain a general overview may concentrate on the chapters at the theory base and analysis levels. Those more practically concerned with course design will find much of use in the synthesis and evaluation levels. Those who wish simply to discover ‘what’s new’ in this book and its treatment of instructional design will find what they are seeking principally in the analysis and evaluation levels.
