Foundations of Instructional Design.
Purpose of Needs Analysis - CORRECT ANSWER-to find the discrepancy
between the desired status and actual status, or the need
Components of complete goal statement - CORRECT ANSWER-1) learners 2)
what learners will be able to do in performance context 3) the performance
context in which the skills are applied 4) the tools that will be available to the
learner in the performance context.
Why do we write goal statements? - CORRECT ANSWER-to establish clear
statements of behaviors that learners are to demonstrate as a result of
instruction. They are intended to address problems that can be resolved most
efficiently through instruction. They provide the foundation for all subsequent
instructional design activities.
Value of conducting a learner analysis - CORRECT ANSWER-to gather data
about our learners (such as entry skills/prior knowledge, attitudes, motivation,
ability levels, learning preferences, and group characteristic) in order to create
good instruction that fits the learners' needs and characteristics as well as
possible
Importance of identifying entry level skills - CORRECT ANSWER-So that we
know which skills the target population must have already mastered in order to
successfully participate in the instruction and learn. If they have not mastered
these skills they will not be able to access material.
Type of assessment that assesses entry level skills - CORRECT
ANSWER-entry-skills test. They are criterion-referenced tests given before
instruction
Importance of measuring prior knowledge - CORRECT ANSWER-for the sake of
efficiency- to determine whether learners have previously mastered some of the
skills to be included in the instruction.
, Type of assessment that measures prior knowledge - CORRECT
ANSWER-Pretest
Define task analysis - CORRECT ANSWER-a set of procedures that, when
applied to an instructional goal, identifies the relevant steps for performing a goal,
and the subordinate skills required for a student to achieve the goal. The first
step is to classify the goal statement according to the kind of learning that will
occur and the second step is to identify the sequence of the major steps required
to perform the goal.
Parts of Magner's Performance Objectives - CORRECT ANSWER-1) describe
the skill or behavior learner will be able to do
2) describe the conditions in which the learner will perform the task
3) describe the criteria to be used to evaluate learner performance
Scope of instruction - CORRECT ANSWER-the content and information in the
entire unit of instruction.
Sequence of instruction - CORRECT ANSWER-the order in which skills are
taught.
Determining sequence of instruction - CORRECT ANSWER-1) Pre-instructional
activities (gaining attention, describing objectives, promoting recall of prerequisite
skills
2) Content presentation (subordinate skills first, then learning guidance for
memory storage)
3) Learner Participation (learners practice new skills and receive feedback)
4) Assessment (post-test)
5) Follow-through activities to support retention
Objectivism - CORRECT ANSWER-knowledge has a separate, real existence of
its own, outside the human mind. They believe learning happens when this
knowledge is transmitted to people and they store it in their minds
Constructivism - CORRECT ANSWER--believe humans construct all knowledge
in their minds by participating in certain experiences; learning happens when one
Purpose of Needs Analysis - CORRECT ANSWER-to find the discrepancy
between the desired status and actual status, or the need
Components of complete goal statement - CORRECT ANSWER-1) learners 2)
what learners will be able to do in performance context 3) the performance
context in which the skills are applied 4) the tools that will be available to the
learner in the performance context.
Why do we write goal statements? - CORRECT ANSWER-to establish clear
statements of behaviors that learners are to demonstrate as a result of
instruction. They are intended to address problems that can be resolved most
efficiently through instruction. They provide the foundation for all subsequent
instructional design activities.
Value of conducting a learner analysis - CORRECT ANSWER-to gather data
about our learners (such as entry skills/prior knowledge, attitudes, motivation,
ability levels, learning preferences, and group characteristic) in order to create
good instruction that fits the learners' needs and characteristics as well as
possible
Importance of identifying entry level skills - CORRECT ANSWER-So that we
know which skills the target population must have already mastered in order to
successfully participate in the instruction and learn. If they have not mastered
these skills they will not be able to access material.
Type of assessment that assesses entry level skills - CORRECT
ANSWER-entry-skills test. They are criterion-referenced tests given before
instruction
Importance of measuring prior knowledge - CORRECT ANSWER-for the sake of
efficiency- to determine whether learners have previously mastered some of the
skills to be included in the instruction.
, Type of assessment that measures prior knowledge - CORRECT
ANSWER-Pretest
Define task analysis - CORRECT ANSWER-a set of procedures that, when
applied to an instructional goal, identifies the relevant steps for performing a goal,
and the subordinate skills required for a student to achieve the goal. The first
step is to classify the goal statement according to the kind of learning that will
occur and the second step is to identify the sequence of the major steps required
to perform the goal.
Parts of Magner's Performance Objectives - CORRECT ANSWER-1) describe
the skill or behavior learner will be able to do
2) describe the conditions in which the learner will perform the task
3) describe the criteria to be used to evaluate learner performance
Scope of instruction - CORRECT ANSWER-the content and information in the
entire unit of instruction.
Sequence of instruction - CORRECT ANSWER-the order in which skills are
taught.
Determining sequence of instruction - CORRECT ANSWER-1) Pre-instructional
activities (gaining attention, describing objectives, promoting recall of prerequisite
skills
2) Content presentation (subordinate skills first, then learning guidance for
memory storage)
3) Learner Participation (learners practice new skills and receive feedback)
4) Assessment (post-test)
5) Follow-through activities to support retention
Objectivism - CORRECT ANSWER-knowledge has a separate, real existence of
its own, outside the human mind. They believe learning happens when this
knowledge is transmitted to people and they store it in their minds
Constructivism - CORRECT ANSWER--believe humans construct all knowledge
in their minds by participating in certain experiences; learning happens when one
