Summaries.9.11

Summaries.9.11 - CHAPTER SUMMARIES: 9/11/07 Principles of...

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CHAPTER SUMMARIES: 9/11/07 Principles of Instructional Design (Gagne): Ch. 8 The authors focus on how to analyze a learning task, which can be mediated by two tapes of objectives: target objectives (achieve at the end) and enabling objectives (achieved during the class). First, the designer must state the purpose and translate it into more specific outcome statements. A procedural task analysis describes and breaks down the steps to perform a task; an information-processing analysis renders the target objectives and depicts subtle individual steps. A prerequisite aids or enables learning; tasks can be target and enabling objectives at once. Essential prerequisites must be learned if the total task is to be achieved; supportive prerequisites simply speed learning. In intellectual skills, they form a hierarchy of discrimination, concepts, rules, and problem-solving; task analysis can be achieved by working backwards. Also, verbal information, cognitive strategies, and attitudes can be supportive prerequisites. Prerequisites for the following learning types are as follows: cognitive strategies (basic mental ability), verbal information (basic language skill), attitudes (intellectual skills/information), and motor skills (partial skill mastery). Instructional curriculum mapping diagrams relationships among objectives from different domains, and determine entry
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Summaries.9.11 - CHAPTER SUMMARIES: 9/11/07 Principles of...

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