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

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
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
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

Page1 / 2

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

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online