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Perin, Dolores – Adult Learning, 1995
Describes the process used in developing custom-tailored workplace basic skills programs. Examples show that learning objectives are mainly the same skills that are taught in more generic classes. The difference is that they use scenarios and text directly from the workplace. (Author/JOW)
Descriptors: Adult Basic Education, Basic Skills, Behavioral Objectives, Curriculum Development

Dunn, Thomas G. – Educational Technology Research and Development, 1994
Discussion of constructivism focuses on instructional systems design (ISD) and how it can help develop constructivist instruction. Highlights include ISD limitations; objectives and learning analysis, including Competency-Based Teacher Education and levels of learning; task analysis; and formative evaluation processes. (23 references) (LRW)
Descriptors: Behavioral Objectives, Competency Based Teacher Education, Constructivism (Learning), Formative Evaluation

Winn, William – Instructional Science, 1990
Examines some of the recent developments in cognitive theory and explores their implications for instructional design. Topics discussed include a shift from emphasis on behavioral theory to cognitive theory; task analysis; instructional objectives; learner characteristics; instructional strategies; metacognition; and the dynamic nature of…
Descriptors: Behavior Theories, Behavioral Objectives, Epistemology, Instructional Design
Kaufman, Roger; Mitchell, Donald L. – Performance and Instruction, 1982
Suggests that trainers take innovative approaches to training clients who work in high-risk jobs such as the military and recommmends that external needs assessment, front end analysis, and task analysis be used to establish training goals and objectives. Nine references are listed. (MER)
Descriptors: Behavioral Objectives, Instructional Development, Military Training, Models
Richardson, J. Jeffrey – 1980
A principal limitation of frame-based computer assisted instruction (CAI) results not from the characteristics of the computer medium, but rather from prior instructional design practices, specifically the logical abstraction of behavioral objectives. Learning hierarchy-based instruction implemented in the interactive computer-based medium results…
Descriptors: Behavioral Objectives, Branching, Cognitive Processes, Computer Assisted Instruction
Wesson, A. J. – Vocational Aspect of Education, 1983
This is the concluding part of an article published in the August 1983 edition. A number of arguments are developed to demonstrate the inadequacy of behaviorally defined objectives as a basis for curriculum planning. (SSH)
Descriptors: Affective Behavior, Behavioral Objectives, Competency Based Education, Curriculum Development
Tennyson, Robert D.; And Others – 1991
This paper discusses two related areas in which recent advancements in cognitive science and educational technology may affect instructional design theory. These are: (1) the analysis of information-to-be-learned; and (2) the linkage of learning theory to instructional prescriptions. The first area proposes extensions to current methods of…
Descriptors: Behavioral Objectives, Cognitive Psychology, Content Analysis, Educational Strategies
MacFarland, Thomas W. – 1985
Because preparing people for the world of work remains the primary purpose of vocational education, the behaviorist approach is the preferred learning theory on which to base vocational instruction. Other instructional activities aligned with behaviorism that are regularly used by vocational educators are active responding, required practice, and…
Descriptors: Behavioral Objectives, Competency Based Education, Criterion Referenced Tests, Learning Modules
Jonassen, David H.; Hannum, Wallace H. – Journal of Instructional Development, 1986
Describes functions comprising task analysis process--inventory, description, selection, sequencing, and analysis--and reviews distinctions between the micro/macro level, top-down/bottom-up, and job/learning task analysis processes. These functions and distinctions are combined into a quasi-algorithm suggesting which of 30 task analysis procedures…
Descriptors: Algorithms, Behavioral Objectives, Classification, Content Analysis

Hunt, Graham J. F. – Instructional Science, 1986
Examines differences between needs assessment (process of determining the gap between what is and what should be) and task analysis (definition and classification of tasks to improve job performance), and discusses the human productivity model NEBEAT (Needs Education and Training Model), which defines competency as synthesis of processes and…
Descriptors: Achievement, Adult Education, Behavioral Objectives, Comparative Analysis
MacFarland, Thomas W. – 1985
Research has shown that tasks of intermediate difficulty generally elicit the greatest efforts on the part of students. For this reason, teachers are advised that the use of moderate goal setting is one of the most effective means of ensuring favorable vocational outcomes. The general paradigm of achieving vocational success through moderate goal…
Descriptors: Adult Education, Adult Vocational Education, Behavioral Objectives, Criterion Referenced Tests
Norton, Robert E. – 1992
To provide structure for developing curriculum for Competency Based Education (CBE), an effective and efficient model, Systematic Curriculum and Instructional Development (SCID), has been devised. SCID has five phases: analysis, design, development, implementation, and evaluation. Each of 23 components involves several steps, some optional. Phase…
Descriptors: Attitude Measures, Behavioral Objectives, Competency Based Education, Curriculum Development
Norton, Robert E. – 1993
The Systematic Curriculum and Instructional Development (SCID) model provides a tested procedure for developing high-quality, low-cost competency-based education and tech prep curriculum and instructional materials. It consists of 5 phases--analysis, design, development, implementation, and evaluation--and 23 components. The analysis phase…
Descriptors: Behavioral Objectives, Competency Based Education, Curriculum Development, Formative Evaluation