Instructional-Design Theories and Models, Volume III_ Building a Common Knowledge Base_ 3 - Unknown.pdf

Table of contents :
Contents......Page 6
List of Figures and Tables......Page 9
Tables......Page 10
Preface......Page 12
Unit 1 Frameworks for Understanding Instructional Theory......Page 15
Unit Foreword......Page 16
1 Understanding Instructional Theory......Page 17
EDITORS’ FOREWORD......Page 18
Subject Index......Page 0

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Instructional-Design Theories and Models Volume III

BUTUH LENGKAP HUB [email protected]

Instructional-Design Theories and Models Building a Common Knowledge Base Volume III Edited by Charles M.Reigeluth Alison A.Carr-Chellman

TAYLOR AND FRANCIS, PUBLISHERS New York and London

First published 2009 by Routledge 270 Madison Ave, New York, NY 10016 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2010.

To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk. © 2009 Taylor & Francis All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereaft er invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging in Publication Data Reigeluth, Charles M. Instructional-design theories and models/Charles M.Reigeluth. p. cm. Includes bibliographies and indexes. 1. Lesson planning. 2. Curriculum planning. 3. Learning, Psychology of. I. Charles M.Reigeluth. II. Title: Instructional-Deisgn theories and models. LB1025.2 .I646 1983 371.3 19 83014185 ISBN 0-203-87213-4 Master e-book ISBN ISBN 10: 0-8058-6456-3 (hbk) ISBN 10: 1-4106-1884-6 (ebk) ISBN 13: 978-0-8058-6456-4 (hbk) ISBN 13: 978-1-4106-1884-9 (ebk)

Dedication This book is dedicated to future generations of learners, to the teachers who will inspire and guide them, to the instructional designers who will provide exciting and effective learning resources for them, and to the instructional theorists who will inspire and guide the teachers and instructional designers. —CMR & ACC This book is also dedicated to my mentor, M.David Merrill, whose brilliant thinking, open mind, and intellectual curiosity have inspired me greatly. —CMR This book is also dedicated to my mentor, Charles Morgan Reigeluth, who has given me the intellectual capacities to follow him, and mostly to keep up. I am grateful for his continuing to open doors for me and continuing to invite me to work with him. It is among my greatest intellectual joys. —ACC

Contents List of Figures and Tables ix Preface xi

Unit 1 Frameworks for Understanding Instructional Theory

1 Understanding Instructional Theory CHARLES M.REIGELUTH AND ALISON A.CARR-CHELLMAN 3 2 Understanding Instruction CHARLES M.REIGELUTH AND JOHN B.KELLER 27 3 First Principles of Instruction M.DAVID MERRILL 41 4 Situational Principles of Instruction CHARLES M.REIGELUTH AND ALISON A.CARR-CHELLMAN 57

Unit 2 Theories for Different Approaches to Instruction

5 Direct Approach to Instruction WILLIAM G.HUITT, DAVID M.MONETTI, AND JOHN H.HUMMEL 73 6 Discussion Approach to Instruction JOYCE TAYLOR GIBSON 99 7 Experiential Approach to Instruction LEE LINDSEY AND NANCY BERGER 117 8 Problem-Based Approach to Instruction JOHN R.SAVERY 143 9 Simulation Approach to Instruction ANDREW S.GIBBONS, MARK MCCONKIE, KAY KYEONGJU SEO, AND DAVID A.WILEY 167

Unit 3 Theories for Different Outcomes of Instruction

10 Fostering Skill Development Outcomes ALEXANDER ROMISZOWSKI 199 11 Fostering Understanding Outcomes MARTHA STONE WISKE AND BRIAN J.BEATTY 225 12 Fostering Affective Development Outcomes: Emotional Intelligence BARBARA A.BICHELMEYER, JAMES MARKEN, TAMARA HARRIS, MELANIE MISANCHUK, AND EMILY HIXON 249 13 Fostering Integrated Learning Outcomes across Domains BRIAN J.BEATTY 275

Unit 4 Tools for Building a Common Knowledge Base

14 The Architecture of Instructional Theory ANDREW S.GIBBONS AND P.CLINT ROGERS 305 15 Domain Theory for Instruction: Mapping Attainments to Enable Learner-Centered Education C.VICTOR BUNDERSON, DAVID A.WILEY, AND REO H.MCBRIDE 327 16 Learning Objects and Instructional Theory DAVID A.WILEY 349 17 Theory Building CHARLES M.REIGELUTH AND YUN-JO AN 365 18 Instructional Theory for Education in the Information Age CHARLES M.REIGELUTH 387

Author Index 401 Subject Index 409

List of Figures and Tables Figures

1.1 Six Major Kinds of Instructional Design-Theory 9 1.2 Constructs about the Nature of Instructional Theory 24 3.1 An Example of a Task-Centered Instructional Strategy 51 3.2 The Four-Phase Cycle of Instruction 52 5.1 Transactional Model of Direct Instruction 81 7.1 A Graphical Representation of the Three Universal Principles of Experiential Instruction 125 10.1 The Skills Schema 205 10.2 A Four-Stage Performance Cycle 207 10.3 Instructional Strategies for Skills Development 209 10.4 The Extended Skill Cycle: A Powerful Tool for Skills-Performance Analysis 220 11.1 Dimensions of Understanding and Their Features 237 11.2 Relationship between Teaching for Understanding Elements and Merrill’s First Principles 240 13.1 Theme Structure in the ITI Model 284 14.1 Brand’s Layers of Building Design 313

16.1

The Relationship Between the Stand-Alone Instructional Effectiveness of a Learning Object and the Ease with which an Object May Be Reused 355

17.1 The S Curves of Development for Two Instructional Theories 370

Tables

1.1 Delphi Round 2 Results 20 2.1 Categories of Constructs about Instructional Situations 30 2.2 Categories of Constructs about Instructional Methods 32 3.1 Consistent Information and Portrayal for Categories of Component Skill 45 4.1 A Comparison of Taxonomies of Learning Outcomes 66

9.1

Message Elements that might be Included in a Typical Feedback Message Following a Learner Action 186

12.1 Typical Path of Development of Emotional Competence 265 13.1 The Five ITI Learning Principles 280 13.2 Multiple Human Intelligences 281 13.3 Relationship between Thematic Instruction Principles and Merrill’s First Principles 289 13.4 The Evolution of Curriculum Integration Approaches 292

14.1

Natural Languages and Design Languages Compared in Terms of Primitives, Syntax, and Semantics 316

Analysis of Some Well-Known Instructional Theories to Show the Relationship of Instructional 14.2 Theories to the Framework Provided by Layers, Which Have Their Basis in Instructional Design Theory 320

14.3

Sampling of Work by Theorists or Research Reviewers Attempting to Identify Layer-Specific Principles 323

17.1 Four Approaches for Constructing Instructional Theory 375 17.2 Kinds of Formative Research Studies 382

Preface How to help people learn better. That is what instructional theory is all about. It describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use —and not use—each of those methods. Volume I of Instructional-Design Theories and Models (1983) provides a “snapshot in time” of the status of instructional theory in the early 1980s. Its main purpose was to raise awareness of instructional theories. Volume II (1999) provides a concise summary of a broad sampling of work in the late 1990s on a new paradigm of instructional theories for the Information Age. Its main purpose was to raise awareness of the diversity of theories that provide a customized or learner-centered learning experience in all different domains of human learning and development. It also raised awareness of the importance of values in instructional theory. However, aft er the appearance of Volume II, we became increasingly concerned about the extent to which instructional theorists seemed to be working in relative isolation from each other, building their own view of instruction with little regard to building on what knowledge already exists and what terminology has already been used for constructs they also describe. We recognized that every area of knowledge goes through an initial developmental phase in which these differences predominate. We also saw that, as an area of knowledge matures, it enters a second phase of development in which work focuses more on contributing to a common knowledge base with a consistent terminology. While it would be a mistake to push an area of knowledge into phase 2 too soon, we believe that instructional theory is now ready to begin such a transition. Therefore, the purpose of this Volume III is to take some early steps in building a common knowledge base about instruction with a common use of terms. The primary audience for this volume, like that of the previous two volumes, is instructional theorists, researchers, and graduate students. An additional audience is instructional designers, teachers, and trainers who are interested in guidance about how to design instruction of high quality. Unit 1 offers some organizational schemes for understanding and developing a common knowledge base about instruction. We strongly urge you to read the four chapters in this unit before reading any of the theories that follow. Unit 2 offers a chapter on each of five major approaches to instruction: the directinstruction, discussion, experiential, problem-based, and simulation approaches. Each of these chapters synthesizes the current knowledge about that approach as a step toward building a common knowledge base. Unit 3 offers a chapter on instruction for each of four major outcomes of instruction: skill development, understanding, affective development, and integrated learning outcomes. Each of these chapters also synthesizes the current knowledge about that kind of instruction. Finally, Unit 4 offers ideas that may prove useful for building a common knowledge base about instruction. Because this volume contains many ideas that may be difficult for all but the most experienced to digest, we have tried to make it easier for the reader by preparing the same kind of unconventional foreword for each chapter as was done for Volume II. Each chapter foreword outlines the major ideas presented in the chapter. This offers something akin to a hypertext capability for you to get a quick overview of a chapter and then flip to parts of it that particularly interest you. It can also serve preview and review functions and make it easier to compare different theories. Furthermore, we have inserted editors’ notes in most chapters to help you relate elements in a chapter to fundamental ideas presented in other chapters. Finally, each unit has a foreword that introduces the chapters in that unit. It is our sincere hope that this book will help to move instructional theory to the next stage of development—creating a truly common knowledge base with a consistent terminology. We hope it will help instructional theorists and researchers to contribute to the growing knowledge base about instruction in a way that acknowledges and builds on prior work, and that it will help instructional designers and graduate students to understand and utilize the full range of accumulated knowledge about how to help people learn.

—CMR & ACC

Unit 1 Frameworks for Understanding Instructional Theory Unit Foreword This unit lays the groundwork for a shared language and a set of common understandings in instructional theory. This unit foreword provides brief descriptions of the primary ideas in each of the chapters in this unit, which offer some organizational schemes for understanding and developing a common knowledge base about instruction. We strongly recommend reading this unit before reading any of the other chapters in this book. In chapter 1 we (Reigeluth & Carr-Chellman) look at the constructs and terminology used to describe and understand instructional theory. First, we define instruction as anything that is done purposely to facilitate learning. Based on this definition and understanding of the entire field of instructional design, we make the case for the need for a common knowledge base and then relate design theory, instructional design theory, student-assessment design theory, curriculum design theory, learning theory, and the learning sciences to instruction. We identify several aspects of instructional design theory, including event, analysis, planning, building, implementation, and evaluation design theory within instructional design theory. These aspects are then related to the concept of layers of design (Gibbons & Rogers, chapter 14). We identify the need for a significantly new paradigm for future change efforts and describe the need for learner-centeredness in that paradigm. We share the results of a small Delphi study to help build consensus on common terms, which lays a foundation for a common language in our field. Chapter 2 takes up the issue of what we mean by instruction itself (as opposed to instructional theory, which we deal with in chapter 1). Here Reigeluth and Keller take up the issues associated with major constructs that make up instructional theories. They settle on instructional situations, methods, approaches, components, and content sequencing as the categories of constructs concerned with instruction. Built on an analogy to rules of English grammar, these constructs are linked and designers are advised to carefully consider the relationships among the categories. In chapter 3 Merrill discusses the principles of good instruction that may be common to all instruction. Calling these “First Principles,” Merrill lays out the qualifications for inclusion in this list, along with the principles in brief and in more detail. The principles include the demonstration principle, application principle, task-centered principle, activation principle, and integration principle. The chapter takes up the difficult task of elaborating on these principles and relating them to one another to create a defensible set of principles that Merrill asserts will create effective and efficient instruction. Chapter 4 (Reigeluth & Carr-Chellman) focuses on the situational principles of instruction—ones that vary from one situation to another. This chapter describes what situational principles are and links them to the notion of universal principles through an analogy of the universe and galaxies. In an effort to increase precision in our language and knowledge base, we elaborate on kinds, parts, and criteria as ways to make methods more precise. Principles as heuristics, or rules of thumb, are particularly important for precise descriptions of methods. A review of learning taxonomies leads us to a description of the instructional theories we have included in units 2 and 3. —CMR & ACC

1 Understanding Instructional Theory CHARLES M.REIGELUTH Indiana University ALISON A.CARR-CHELLMAN Pennsylvania State University

Charles M.Reigeluth received a BA in economics from Harvard University. He was a high school teacher for three years before earning his doctorate in instructional psychology at Brigham Young University. He has been a professor in the Instructional Systems Technology Department at Indiana University’s School of Education in Bloomington since 1988, and served as chairman of the department from 1990 to 1992. His major area for service, teaching, and research is the process for facilitating district-wide paradigm change in public school systems. His major research goal is to advance knowledge to help school districts successfully navigate transformation to the learner-centered paradigm of education. He has published nine books and over 120 journal articles and chapters. Two of his books received an “outstanding book of the year” award from the Association for Educational Communications and Technology (AECT). He also received AECT’s Distinguished Service Award and Brigham Young University’s Distinguished Alumnus Award.

Alison A.Carr-Chellman is a professor of instructional systems at Pennsylvania State University in the Department of Learning and Performance Systems. She received a B.S. and an M.S. from Syracuse University. She taught elementary school, community education, and worked as an interactional designer for McDonnell Douglas before returning to Indiana University to earn her doctorate. She is the author of more than 100 publications including two books, many book chapters, and a wide variety of refereed and nonrefereed journal articles. Her research interests are diffusion of innovations, systemic school change, elearning, systems theory, and design theory.

EDITORS’ FOREWORD

Vision • To build a common knowledge base and a common language about instruction Definition of Instruction • Instruction is anything that is done purposely to facilitate learning. The Nature of Theories Related to Instruction • Design theory is goal oriented and normative. • Instructional design theory is a set of design theories that pertain to various aspects of instruction and include: 1. Instructional-event design theory (DT) 2. Instructional-analysis DT 3. Instructional-planning DT 4. Instructional-building DT 5. Instructional-implementation DT 6. Instructional-evaluation DT • Related theories include: 1. Student-assessment design theory 2. Curriculum design theory 3. Learning theory 4. Learning sciences • Interrelationships among all these kinds of theories are powerful, and it is often beneficial to integrate them. • Instructional design theories and layers of design 1. Content layer 2. Strategy layer 3. Message layer 4. Control layer 5. Representation layer 6. Media logic layer 7. Data management layer The Role of Instructional Theory in Educational Reform