While the concept of objectives is widely used in many applied fields of instruction, the systematic derivation and application of objectives for learning and instruction is a key feature of systematic instructional design. However, the treatment of objectives and the terminology surrounding them is sometimes nebulously employed. This article…

The purpose of this study was to design and develop a set of guidelines for multimedia learning objects to inform instructional designers (IDs) about the procedures involved in the process of content analysis. This study was motivated by the absence of standardized procedures in the beginning phase of the multimedia learning object design which is…

The main goal of the new instructional design model is to organize long term and full learning activities. The new model is based on the theoretical foundation of behaviorism, cognitivism and constructivism. During teaching and learning activities, learners are active and use cognitive, constructivist, or behaviorist learning to construct new…

For the past sixteen years, the Five Dimensions of Multicultural Education, as proposed by James A. Banks (1995), have been accepted in many circles as the primary conceptual framework used in teaching multicultural education courses: content integration, the knowledge construction process, prejudice reduction, an equity pedagogy and an empowering…

In the right hands, learning objectives are great tools for clarifying thinking, breaking down learning into component parts, creating a logical order to learning, and demonstrating that a learning intervention is successful. Mostly, however, they have become cliches. With the industry's tendency to use them as pro forma media bites, they tend to…

The authors explore the acceptance of Bloom's Taxonomies -- both affective and cognitive.... They relate the two and suggest learning paths" incorporating classifications from both Taxonomies. (Editor)

Discusses the limitations of existing instructional design models, including Gagne's, and describes a new, more complete model meant to improve upon those now in use. Twenty-four references are appended. (LLS)

Discusses the cognitive approach to instructional design (ID) and how ID practitioners can design training differently. Highlights include how learning occurs; categories of learning; a model that summarizes the components of a well-designed lesson; a framework for ID based on cognitive psychology; and a table to use as a job aid for designing…

Identifies four steps that students should employ in using objectives to study textual material and outlines the strategy intended to teach students these steps. (MH)

Report of a study to evaluate the potential systematically developed cognitive pretraining within the context of Air Force undergraduate flying training. (Author)

Written in a format intended to aid educators in writing behavioral objectives, this guide first identifies four variables an acceptable objective must have--institutional, behavioral, instructional and evaluative. After defining the variables, the reader is asked to identify them in a selection of objectives and/or to identify the elements that…

An important part of curriculum planning for the teacher is knowing how to evaluate time expenditures against learning goals for individual students. (JD)

This paper suggests two steps in instructional deisgn for early childhood that can be derived from a recent major paper on instructional strategy taxonomy. These steps, together with the instructional design variables involved in each step, are reviewed relative to current research in child development and early education. The variables reviewed…

This paper proposes a basic instructional design model that focuses on the planning of a learning environment so that students not only acquire factual knowledge, but also improve their cognitive abilities to use and extend their knowledge. The model describes the direct relationships between learning time, cognitive objectives, memory system…

When designing educational resources, it is important to have a clear understanding of the instructional problem you are attempting to solve, both in terms of its appropriate domain and level. While the cognitive, affective, and psychomotor domains are not mutually exclusive, one will usually predominate. In determining the appropriate level, it…