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Designing Effective Instruction Paperback – February 15, 2010

ISBN-13: 978-0470522820 ISBN-10: 0470522828 Edition: 6th
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Editorial Reviews

From the Back Cover

Key Benefit: This exciting text offers a solid rationale and a set of specific procedures for designing instruction. Key Topics: Grounded in current instructional design trends, the latest cognitive psychology research, and constructivism, Designing Effective Instruction establishes a foundation for systematic instructional planning, then presents a ten-element model that combines both behavioral and cognitive philosophies to create a flexible, heuristic framework for designing both traditional classroom and non-traditional, interactive learning programs. --This text refers to an out of print or unavailable edition of this title.
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Product Details

  • Paperback: 491 pages
  • Publisher: Wiley; 6 edition (February 15, 2010)
  • Language: English
  • ISBN-10: 0470522828
  • ISBN-13: 978-0470522820
  • Product Dimensions: 7.5 x 0.8 x 9.2 inches
  • Shipping Weight: 1.7 pounds (View shipping rates and policies)
  • Average Customer Review: 3.9 out of 5 stars  See all reviews (17 customer reviews)
  • Amazon Best Sellers Rank: #256,509 in Books (See Top 100 in Books)

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Customer Reviews

3.9 out of 5 stars

Most Helpful Customer Reviews

15 of 17 people found the following review helpful By Dr. Eugene Kowch on October 7, 2003
Format: Paperback
This time-tested resource has been updated to include reference to current paradigmatic trends and issues in the field of instructional design, and current "Expert Edge" inserts offer new instructional designers the experience of small cases of interest in practice today. The authors are recognized in the field of educational technology, and there are many inserts from the leaders in field and design practice in the text to provide instructors and learners with contextual examples of design issues.
By using a non-linear design model as a vehicle from which learners can generate an understanding of the systems approach to design, constructivist instructors and learners can create their own understanding of the design process. The business context of the work might distract some, but a closer look reveals many principles of good design that apply to any systematic or recursive design approach to a cognitive learning design process. It would be great to see topics on the leadership of instruction design in the organizational sense added as a chapter to this book, or to see the book integrate with web based information for use in online graduate programs, but the reference is already pretty substantial, in a good way. I intend to use this book in both my online and face to face graduate courses on instructional design - and I think I will use some of it with my undergraduate teacher preparation and education leadership students, as it is a great resource to introduce the instructional design process and roles to administrators in the knowledge era.
In my opinion, this book remains helpful as a good part of a quality, updated resource for online graduate course work targeted primarily for beginning instructional designers.
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11 of 13 people found the following review helpful By Aaron Fried on February 13, 2003
Format: Paperback
This is a great entry-level jump into instructional design. THe book is well planned and chapters are very informative. I used this text for an intro to instructional design course and found it to be a good resource. One drawback is the oversimplicity of some of the examples that are presented in this text.
This is a great place to start.
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4 of 5 people found the following review helpful By LovetoLearn on January 8, 2011
Format: Paperback
I purchased this book as part of an online certificate program in Instructional Design through University Wisconsin-Stout. Ironically, after receiving the book in the mail, I realized that I had come across the same text in an earlier edition and loved it.

Overall, I find the text written in a style that feels intellectually conversational with a variety of supplemental tangents in the form of case study spotlights, visual tables, and figures. For a book, I feel they cater to a variety of learning styles as best as possible.

Each chapter includes a summary and activities and questions for application. You could read through this book and jump around to any chapter and get the feeling you're in an independent study class.

My background is in academic/career advising in higher education and I feel this is a tool that provides theoretical information in an accessible format for immediate, pragmatic use. I will definitely be referencing this book even after my class has finished. If you're new to ID, I recommend starting here!
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2 of 2 people found the following review helpful By Machelle Ford Ferry on March 5, 2009
Format: Paperback Verified Purchase
This book offers a series of vignettes on the building of instructional systems designs that work. Quality techniques to particular academic methods. It is a collection of what works.The introduction is really framework for the papers which follow, indeed, most of the
papers assume a familiarity with instruction, yet the book
would be useful for organizations needing standard operating procedures for designing instruction effectively.
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5 of 7 people found the following review helpful By Jose Sumabat on October 12, 2011
Format: Paperback Verified Purchase
This publication has good content and is well organized but the print is very difficult to read. I am talking about faded grey ink with very small print. The publisher did a poor job in printing this book.
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I went through the whole book. What a waste of time and money!!! This book is intended for everyone in every possible field involving some kind of training; therefore, it doesn't focus on any particular field, and, consequently, isn't useful or "effective" at all for anybody. Also, it tries to incorporate everything possibly related to training in the so-called "instructional design", and, as a result, it's not applicable or feasible to any practice. Moreover, the writers insert many jargon terms to make it look/sound ostensibly academic or professional. In a word, there's nothing new or creative or innovative about this whole vogue of "instructional design", which definitely needs to be debunked. Why must old wine have to be repackaged in a seemingly new bottle? Another "American way" of thinking and doing?
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1 of 1 people found the following review helpful By Peter D. Ladd on August 16, 2013
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It is too difficult to read and does not help with practical matters. Maybe a newer edition is probably better?
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By W. Wilson on June 7, 2013
Format: Paperback Verified Purchase
but read it just the same--it may have been other issues going on concurrently in my program so the item was returned thanks to a kind advisor
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