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First principles of instruction [electronic book] : identifying and designing effective, efficient, and engaging instruction / M. David Merrill.

By: Merrill, M. David, 1937- [author.].
Material type: materialTypeLabelBookPublisher: San Francisco, CA : Pfeiffer/John Wiley & Sons, Inc., [2013]Copyright date: ©2013Description: online resource (xxii, 494 pages) : illustrations.Content type: text Media type: computer Carrier type: online resourceISBN: 9780470900406 (paperback); 9781118221198 (e-book).Subject(s): Instructional systems -- Design | Educational technologyDDC classification: 371.3 Online resources: E-book
Contents:
What are the problems with instruction? -- First problems of instruction -- Instructional interaction -- Instructional strategies -- Instructional strategies for problem solving -- Problem-centered instructional strategies with structural frameworks and learner interaction -- Multimedia implementation of instructional strategies -- Critiquing instructional strategies in existing instruction -- A pebble-in-the-pond model for instructional design -- Designing functional prototypes -- Design a prblem prototype -- Design strategies for component skills -- Design structural framework and peer-interaction strategy enhancements -- Finalize the functional protoype -- Design assessment and evaluation -- The pebble-in-the-pond instructional design checklist -- Indirect support for first principles of instruction -- Direct research support for first principles of instruction -- First principles of instruction and the future.
List(s) this item appears in: E-BOOK LIST

Enhanced descriptions from Syndetics:

This handy resource describes and illustrates the conceptsunderlying the ?First Principles of Instruction? andillustrates First Principles and their application in a widevariety of instructional products. The book introduces thee3 Course Critique Checklist that can be used toevaluate existing instructional product. It also providesdirections for applying this checklist and illustrates its use fora variety of different kinds of courses. The Author has alsodeveloped a Pebble-in-the-Pond instructional design model with anaccompanying e3 ID Checklist. This checklistenables instructional designers to design and develop instructionalproducts that more adequately implement First Principles ofInstruction.

Includes bibliographical references (pages 469-475) and index.

What are the problems with instruction? -- First problems of instruction -- Instructional interaction -- Instructional strategies -- Instructional strategies for problem solving -- Problem-centered instructional strategies with structural frameworks and learner interaction -- Multimedia implementation of instructional strategies -- Critiquing instructional strategies in existing instruction -- A pebble-in-the-pond model for instructional design -- Designing functional prototypes -- Design a prblem prototype -- Design strategies for component skills -- Design structural framework and peer-interaction strategy enhancements -- Finalize the functional protoype -- Design assessment and evaluation -- The pebble-in-the-pond instructional design checklist -- Indirect support for first principles of instruction -- Direct research support for first principles of instruction -- First principles of instruction and the future.

CIT Module MMED 7004 - Core reading.

Electronic reproduction.: ProQuest LibCentral. Mode of access:World Wide Web.

Table of contents provided by Syndetics

  • List of Tables and Figures
  • Online Premium Content
  • Acknowledgments
  • Preface
  • Part I Identifying e3 Instruction
  • Chapter 1 What Are the Problems with Instruction?
  • Chapter 2 First Principles of Instruction
  • Chapter 3 Instructional Content
  • Chapter 4 Instructional Interaction
  • Chapter 5 Instructional Strategies
  • Chapter 6 Instructional Strategies for Problem Solving
  • Chapter 7 A Problem-Centered Instructional Strategy
  • Chapter 8 Enhancing Instructional Strategies with Structural Frameworks and Learner Interaction
  • Chapter 9 Multimedia Implementation of Instructional Strategies
  • Chapter 10 Critiquing Instructional Strategies in Existing Instruction
  • Part II Designing e3 Instruction
  • Chapter 11 A Pebble-in-the-Pond Model for Instructional Design
  • Chapter 12 Designing Functional Prototypes
  • Chapter 13 Design a Problem Prototype
  • Chapter 14 Design a Problem Progression
  • Chapter 15 Design Strategies for Component Skills
  • Chapter 16 Design Structural Framework and Peer-Interaction Strategy Enhancements
  • Chapter 17 Finalize the Functional Prototype
  • Chapter 18 Design Assessment and Evaluation
  • Chapter 19 The Pebble-in-the-Pond Instructional Design Checklist
  • Part III Support for First Principles of Instruction
  • Chapter 20 Indirect Support for First Principles of Instruction
  • Chapter 21 Direct Research Support for First Principles of Instruction
  • Chapter 22 First Principles of Instruction and the Future
  • Appendix Adding Assessment Capabilities to PowerPoint
  • Glossary
  • References
  • About the Author
  • Index

Author notes provided by Syndetics

M. David Merrill is an instructional effectiveness consultant and professor emeritus at Utah State University. He currently teaches online courses at Brigham Young University Hawaii and University of Hawaii. Since receiving his PhD from the University of Illinois in 1964 he has served on the faculty of George Peabody College, Brigham Young University-Provo, Stanford University, the University of Southern California, Utah State University, Brigham Young University Hawaii, and Florida State University. He is internationally recognized as a major contributor to the field of instructional technology, has published many books and articles in the field and has lectured internationally. Among his principle contributions: TICCIT Authoring System 1970's, Component Display Theory and Elaboration Theory 1980's, Instructional Transaction Theory, automated instructional design and ID based on Knowledge Objects 1990's, and recently First Principles of Instruction. He was honored to receive the AECT Life Time Achievement Award. He resides in St. George, UT.

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