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Principles of Instructional Design [Hardcover]

by Robert M. Gagne, Walter W. Wager, Katharine Golas, John M. Keller
4.5 out of 5 stars  See all reviews (11 customer reviews)

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Book Description

June 15, 2004 0534582842 978-0534582845 5
This pioneering text describes a rationally consistent basis for instructional design, based in cognitive psychology and information-processing theory. The authors prepare teachers to design and develop a course, unit, and module of instruction, outline the nine stages of instructional design procedure, and integrate current research and practice in the movement toward performance systems technology. The Fifth Edition of PRINCIPLES OF INSTRUCTIONAL DESIGN emphasizes the social and cultural context of learning, learner-centered principles, and the affordances of new technologies and learning environments.

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Editorial Reviews

Review

PART I: INTRODUCTION TO INSTRUCTIONAL SYSTEMS. 1. Introduction to Instructional Design. 2. Designing Instructional Systems. 3. The Outcomes of Instruction. 4. Varieties of Learning: Intellectual Skills and Strategies. 5. Varieties of Learning: Information, Motor Skills, and Attitudes. 6. The Learner. PART II: BASIC PROCESSES IN LEARNING AND INSTRUCTION. 7. Defining Performance Objectives. 8. Analysis of a Learning Task. 9. Designing Instructional Sequences. 10. The Events of Instruction. 11. Technology Affordances. 12. Designing the Individual Lesson. 13. Assessing Student Performance. 14. Group Learning Environments. 15. Online Learning. 16. Evaluating Instruction.

About the Author

Walter Wager is a full professor in the Educational Psychology and Learning Systems Department of Florida State University. He teaches advanced instructional design courses, and courses in the design of computer-based instruction and electronic performance systems. He is also the Coordinator of Instructional Services in the Office for Distance and Distributed Learning. In this role, he works with faculty to help them improve their teaching and to integrate technology into their instruction. Professor Wager has won excellence in teaching awards and the University President's Technology Award for outstanding use of technology in instruction. He is the author of many journal articles and book chapters.

Dr. Katharine C. Golas is Vice President of the Training, Simulation and Performance Improvement Division at Southwest Research Institute. She specializes in the design and development of training technologies for the federal government. Dr. Golas is currently directing the development of instructional technologies aimed at integrating intelligent tutors, geographically dispersed subject matter experts, learning management systems, and a diverse array of support tools to develop responsive, high quality 'learner centered' systems. Dr. Golas is the author of over 100 publications, technical reports, and presentations. She has a PhD. in Instructional Systems from Florida State University.

John M. Keller holds a Ph.D. in Instructional Systems Design and Organizational Behavior from Indiana University. He is currently a Professor of Instructional Systems and Educational Psychology at Florida State University. Dr. Keller has extensive experience working with corporate, governmental, and educational organizations in the United States and abroad. He has made major contributions to the development of approaches to designing motivational systems and he has contributed to the design of performance improvement and systematic training design processes for several major corporations and governmental agencies. He is best known for the motivational design process he created called the 'ARCS model.'

Product Details

  • Hardcover: 387 pages
  • Publisher: Cengage Learning; 5 edition (June 15, 2004)
  • Language: English
  • ISBN-10: 0534582842
  • ISBN-13: 978-0534582845
  • Product Dimensions: 9.6 x 7.5 x 0.8 inches
  • Shipping Weight: 1.6 pounds (View shipping rates and policies)
  • Average Customer Review: 4.5 out of 5 stars  See all reviews (11 customer reviews)
  • Amazon Best Sellers Rank: #169,801 in Books (See Top 100 in Books)

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Customer Reviews

4.5 out of 5 stars
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Most Helpful Customer Reviews
21 of 29 people found the following review helpful
5.0 out of 5 stars Timeless ID Basics July 24, 2001
Format:Hardcover
I first read this book when I was an instructional design student in 1972. Gagne and Briggs' definitions of types of learning and of learning processes are ageless. Even in the era of constructivist ID, this book contributes an important bridge between fundamentals of psychology and the structuring of learning experiences and environments. Where would I be today without 'reverse chaining'? Probably at the end of my leash!
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8 of 12 people found the following review helpful
3.0 out of 5 stars Nothing new September 15, 2008
Format:Hardcover|Verified Purchase
Instructional design theory isn't new and this revision of the text doesn't change that. It is a good review but is not as current with new technology as I would have liked. The ADDIE model is a standard and while the text does explain the process, there is much more current information on the model and, in some cases, better explanation available on the internet.
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4.0 out of 5 stars Good book. January 7, 2014
Format:Hardcover|Verified Purchase
Considering that I didn't like the class I had to use this book for, I found it a great book. It's full of good information and facts that are useful for instructional design. I recommend it to other instructional design majors.
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5.0 out of 5 stars :) July 10, 2013
Format:Hardcover|Verified Purchase
Needed it for a class, and I am going to keep it. This is a great book for a teacher's reference library.
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5.0 out of 5 stars Important work July 10, 2013
Format:Paperback|Verified Purchase
Because Robert Gagne was referenced so often in the text book I am using I felt it necessary to understand his principles of instructional design. The purchase of this book was definitely worth the money.
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5.0 out of 5 stars Very Helpful July 9, 2013
Format:Hardcover|Verified Purchase
Teachers should read this very helpful book. It helps understand what is expected of lesson outcomes and designing instruction is easier with standards as well.
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