The Instructional Design Knowledge Base: Theory, Research, and Practice

29 Pages·2010·0.535 MB·English

by  Rita C. Richey, James D. Klein, et al

The Instructional Design Knowledge Base
The Instructional Design Knowledge Base: Theory, Research, and Practice provides ID
professionals and students at all levels with a comprehensive exploration of the theories
and research that serve as a foundation for current and emerging ID practice. This book
offers both current and classic interpretations of theory from a range of disciplines and
approaches. It encompasses general systems, communication, learning, early instruc-
tional, media, conditions-based, constructivist design, and performance improvement
theories.
Features include:
(cid:129) Rich representations of the ID literature;
(cid:129) Concise theory summaries;
(cid:129) Specific examples of how theory is applied to practice;
(cid:129) Recommendations for future research;
(cid:129) A glossary of related terms; and
(cid:129) A comprehensive list of references.
A perfect resource for instructional design and technology doctoral, masters, and educa-
tional specialist certificate programs, The Instructional Design Knowledge Base provides
students and scholars with a comprehensive background for ID practice and a foundation
for future ID thinking.
Rita C. Richey is Professor Emeritus of Instructional Technology at Wayne State
University.
James D. Klein is Professor of Educational Technology at Arizona State University.
Monica W. Tracey is Associate Professor of Instructional Technology at Wayne State
University.
The Instructional Design
Knowledge Base
Theory, Research, and Practice
Rita C. Richey
James D. Klein
Monica W. Tracey
ASLI PDF, MINAT HUB:
[email protected]
First published 2011
by Routledge
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Simultaneously published in the UK
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
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This edition published in the Taylor & Francis e-Library, 2010.
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collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.
© 2011 Taylor & Francis
The right of Rita C. Richey, James D. Klein, and Monica W. Tracey to be identified as authors of this work has been
asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
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 hereafter 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 iden-
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Library of Congress Cataloging in Publication Data
Richey, Rita.
The instructional design knowledge base : theory, research, and practice / Rita C. Richey, James D. Klein,
Monica W. Tracey.
p. cm.
Includes bibliographical references and index.
1. Teaching. 2. Instructional systems—Design. 3. Continuing education. 4. Occupational training.
5. Human information processing. I. Klein, James D. II. Tracey, Monica W. III. Title.
LC5219.R495 2011
371.3—dc22
2010016006
ISBN 0-203-84098-4 Master e-book ISBN
ISBN13: 978–0–415–80200–0 (hbk)
ISBN13: 978–0–415–80201–7 (pbk)
ISBN13: 978–0–203–84098–6 (ebk)
For the next wonderful generation:
Madeline, Lily, and Mason
For Bob:
Without him, the field would still be a mystery to me
For my family:
Andrew, my rock, my joy, and my forever
And our daughters Carly and Caitlin,
May your lives be filled with as much joy as you have given us
CONTENTS
List of Tables xiv
List of Figures xvi
Preface xvii
Acknowledgments xx
Chapter 1 The Dimensions of an Instructional Design Knowledge Base 1
Instructional Design: An Overview 2
The Definition of Instructional Design 2
The Scope of Instructional Design 3
The Characteristics of a Knowledge Base 4
The Nature of Disciplinary Knowledge 4
The Components of a Knowledge Base 4
Alternative Views of Knowledge 5
The Nature of Theory 6
Types of Theory 6
Functions of Theory 7
The Nature of Models 8
Foundations of the Instructional Design Knowledge Base 9
Chapter 2 General Systems Theory 11
The Nature of General Systems Theory 11
Definitions and Types of Systems 11
The Environment of a System 12
The Structure of a System 13
The Adjusting Properties of a System 14
The Philosophical Orientations of General Systems Theory 15
General Systems Theory and Instructional Design 16
viii (cid:129) Contents
The Systems Approach 17
Instructional Systems Design Models 19
Trends in Systematic Instructional Design 23
New Approaches to Analysis 23
Analyzing Problems 24
Analyzing Context 24
Analyzing Learner Characteristics 25
New Approaches to Synthesis 26
Rapid Prototyping 26
Learning Objects 27
Research, General Systems Theory, and Instructional Design 28
Empirical Support of General Systems Theory Applications
in Instructional Design 28
Recommendations for Research on Systemic Instructional Design 28
Summary 29
Chapter 3 Communication Theory 31
Alternative Views of Communication 31
The Transmission Emphasis 32
The Behavioral Emphasis 34
The Interactive Emphasis 35
The Transaction Emphasis 36
The Philosophical Orientations of Communications Theory 38
Empiricism, Rationalism, and Communication 38
Humanism, Constructivism, and Communication 39
Communication Theory and Instructional Design 40
The Role of Language 41
Written Language 41
Visual Language 41
The Role of the Communication Channel 42
Single- and Multiple-Channel Communication 42
Information Load 43
The Attention-Getting Properties of Messages 43
Cueing Techniques 44
Content-Generated Attention 44
Trends in Communication-Related Instructional Design 45
Designing Mediated Communication 45
Online Communication 45
The Split Attention Dilemma 46
Learner Background and Meaning-Making 46
The Impact of Culture 46
The Impact of Age 47
Research, Communications Theory, and Instructional Design 48
Empirical Support of Communication Theory Applications in
Instructional Design 48
Recommendations for Continuing Research 49
Summary 49
Contents (cid:129) ix
Chapter 4 Learning Theory 51
Learning Theory and Instructional Design 51
Behavioral Learning Theory 52
Connectionism 52
Classical Conditioning 53
Operant Conditioning 53
Instructional Design Applications of Behavioral Learning Theory 54
Teaching Machines and Programmed Instruction 54
Task Analysis 55
Behavioral Objectives 55
Practice and Feedback 55
Behavioral Fluency 56
Cognitive Learning Theory 56
Gestalt Theory 56
Information Processing Theory 57
Schema Theory 58
Instructional Design Applications of Cognitive Learning Theory 59
Message Design Strategies 59
Rehearsal 59
Chunking 59
Mnemonics 60
Advance Organizers 60
Cognitive Task Analysis 60
Social Learning Theory 60
The Foundations of Social Learning Theory 61
Social Cognitive Theory 61
Instructional Design Applications of Social Learning Theory 62
Using Models 62
Establishing Value and Self-Efficacy 63
The Philosophical Orientations of Learning Theory 63
Trends in the Applications of Learning Theory to Instructional
Design 63
Contextual Analysis 64
First Principles of Instruction 65
Research, Learning Theory, and Instructional Design 65
Empirical Support of Learning Theory Applications in
Instructional Design 66
Recommendations for Continuing Research 67
Summary 67
Chapter 5 Early Instructional Theory 70
Instructional Antecedents of Instructional Design Theory 70
Basic Principles of Curriculum and Instruction 71
Mastery Learning and Individualized Instruction 72
The Model of School Learning 72
Human Characteristics and School Learning 73
Early Cognitive Theory of Instruction 74
x (cid:129) Contents
Summary and Comparison of Early Instructional Theories 75
The Philosophical Orientation of Early Instructional Theory 75
Early Instructional Theory and Instructional Design 76
The Design and Management of Instruction 76
Instructional Objectives 77
Analysis of Learner Characteristics 78
Sequencing 78
Instructional Strategy Selection 79
Feedback 79
Research on Early Instructional Theory 79
Empirical Support of Early Instructional Theory 79
Recommendations for Continuing Research 81
Summary 82
Chapter 6 Media Theory 84
Media and Learning 85
Media as Conduits of Content: Representations of Reality 85
Elements of Realism 85
The Cone of Experience 85
Media as Language: Elements of Structure 86
The Role of Visuals 86
Cue Summation and Dual Coding Theory 87
Media as a Learning Environment: Interacting with Technology 87
Media-Learner Interaction Effects 87
The Role of Media in Distributed Cognition 88
The Philosophical Orientations of Media Theory 89
Support for Realism and Object Manipulation 89
Support for Individual Technology Interactions 90
Media Theory and Instructional Design 90
Media Selection 90
Major Elements of Media Selection Models 91
Trends in Media Selection 93
Media Use 95
Automating Instruction 95
Creating Realistic, Interactive Learning Environments 97
Trends in Media Use 98
Research, Media Theory, and Instructional Design 99
Empirical Support of Media Theory Applications in Instructional
Design 99
Recommendations for Continuing Research 100
Summary 101
Chapter 7 Conditions-Based Theory 104
The Foundations of Conditions-Based Theory 104
Types of Learning Outcomes 105
The Classification of Educational Goals 105
The Domains of Learning 106
Contents (cid:129) xi
The Performance-Content Matrix 108
Integrative Goals 108
Sequencing Learning Outcomes 109
Learning Hierarchies and the Theory of Cumulative Learning 109
Elaboration Theory 111
Facilitating Internal Learning Processes 112
The Events of Instruction 112
Component Display Theory and Instructional Transaction
Theory 113
The Philosophical Orientations of Conditions-Based Theory 115
The Refinement of Conditions-Based Instructional Design Theory 116
Supplantive and Generative Strategies 116
Designing for Complex Learning 117
A Design Theory for Problem Solving 119
Motivational Design of Instruction 121
Research on Conditions-Based Instructional Design Theory 123
Empirical Support of Conditions-Based Applications in
Instructional Design 123
Recommendations for Continuing Research 126
Summary 126
Chapter 8 Constructivist Design Theory 129
The Nature of Constructivist Design Theory 130
Personal Interpretation of Experience 130
Developing Self-Knowledge 131
Facilitating Learning 131
Active, Realistic, and Relevant Learning 132
Active Learning 132
Authentic and Contextualized Learning Activities 132
Exploration of Multiple Perspectives 133
Rich Learning Environments 133
Collaborative Learning Environments 133
Constructivism and Related Philosophical Issues 134
Applications of Constructivist Design Theory 135
Analysis 135
Instructional Strategies 136
Cognitive Apprenticeships 136
Problem-Based Learning 136
Scaffolding 136
Collaboration 137
Assessment 137
Summary 138
Trends in Constructivist Instructional Design 139
Emergence of Constructivist Instructional Design Models 139
Layers of Negotiation Model 139
Recursive, Reflective Instructional Design Model 140