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SAFMEDS 2020 > BEHP 5020id Instructional Design > Flashcards

BEHP 5020id Instructional Design Flashcards

1
Q

List 3 important aspects of the instructional design process:

  • analyzing _________
  • formulating _________
  • formulative __________
A
  • analyzing content
  • formulating objectives
  • formulative evaluation
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2
Q

The first creator of a prominent educational theory was _________

A

John Dewey

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3
Q

Programmed instruction was developed by ________

A

Skinner

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4
Q

Programmed instruction is effective because it involves:

  • _________ the subject matter
  • student success dependent on the program ________
  • changes as learners ______ ________
A
  • analyzing the subject matter
  • student success dependent on the program design
  • changes as learners make errors
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5
Q

Name two different educational traditions:

  • _________ instruction
  • ________ design
A
  • classroom instruction (from educational research)

- process design (from psychology labs)

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6
Q

List, in order, the steps of typical instructional design from the perspective of the instructor:

  1. Vague ______
  2. P________ _______
  3. I________ ________
  4. S________ _________
A
  1. Vague goal
  2. Prerequisite steps
  3. Instructional sequence
  4. Student evaluation
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7
Q

List, in order, the steps of typical instructional design from the perspective of the student:

  1. P_________ _______
  2. I_________ _________
  3. S________ _________
  4. V______ ________
A
  1. Prerequisite steps
  2. Instructional sequence
  3. Student evaluation
  4. Vague goal
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8
Q

List, in order, the steps of the ABA-based instructional design process:

  1. ________ analysis
  2. ________ objectives
  3. _________ tests
  4. _______ repertoire
  5. _________ sequence
  6. __________ data
A
  1. Content analysis
  2. Instructional objectives
  3. Criterion tests
  4. Entry repertoire
  5. Instructional sequence
  6. Performance data
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9
Q

The process of determining what we want to teach is called ________ _______

A

content analysis

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10
Q

The _________ _________ takes the learner from their entry repertoire to the instructional objectives as measured by the criterion tests

A

instructional sequence

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11
Q

Criterion tests evaluate the __________

A

instruction

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12
Q

List the 3 items in the psychomotor learning column:

  • R__________
  • C_________
  • K_________ __________
A
  • Responses
  • Chains
  • Kinesthetic Repertoire
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13
Q

List the three main items in the simple cognitive column:

  • A__________
  • S__________
  • V________ __________
A
  • Associations
  • Sequences
  • Verbal repertoires
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14
Q

List the 3 items in the complex cognitive column:

  • C________
  • P________
  • S________
A
  • Concepts
  • Principles
  • Strategies
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15
Q

Two kinds of associations are ________ _________ and ________ __________

A

paired associates, multiple discriminations

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16
Q

Two kinds of sequences are _______ ________ and __________

A

serial memory, algorithms

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17
Q

When one stimulus, which already elicits an emotional response, is paired with another stimulus, the second stimulus comes to elicit the same response. This is termed _______ ________

A

emotional learning (or classical conditioning)

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18
Q

Learning how to respond by moving certain muscles in a precise way (i.e., “how to”) is ___________ learning

A

psychomotor

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19
Q

Fluent performance of a number of responses in a particular order

A

Chain

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20
Q

Many different responses and chains, each matching the circumstances

A

Kinesthetic repertoires

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21
Q

In the presence of a particular stimulus, the learner remembers to give a particular response (i.e., “when to”)

A

simple cognitive learning

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22
Q

Another term for verbal repertoires is _________

A

expertise

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23
Q

Application of prior learning to new situations

A

complex cognitive learning

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24
Q

A single unit or class of stimulus events, each possessing key properties

A

Concept

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25
Q

A statement that sets forth a relationship between two or more concepts

A

Principle

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26
Q

Rational ways of dealing with new situations (i.e., creativity)

A

Strategies

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27
Q

________ _________ always accompanies learning at the psychomotor or cognitive levels

A

Emotional learning

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28
Q

Good form is evident when the learner exhibits good coordination and timing in performing a _________ __________

A

psychomotor movement

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29
Q

______ _______ is evident when the learner exhibits good coordination and timing in performing a psychomotor movement

A

good form

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30
Q

The goal of coaching is to shift the learner from the coach’s feedback to _________ feedback

A

kinesthetic

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31
Q

List the 3 main categories in Tiemann and Markle’s content analysis:

  • P___________ learning
  • S_______ ________ learning
  • C_______ ________ learning
A
  • Psychomotor
  • Simple cognitive
  • Complex cognitive
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32
Q

The defining quality of the psychomotor column is a focus on _________

A

behavior

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33
Q

The result of the psychomotor _______ is critical to teaching each step

A

chain

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34
Q

An analysis of ______ is as important to the process as specifying _______

A

results

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35
Q

List 2 questions to consider in chain learning:

  • Is the response in the _________ of the learner?
  • Does the learner recognize the _____ _________ about the changes (results) in the environment?
A
  • repertoire

- key discriminations

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36
Q

Combinations of critical responses and chains to produce a complex performance are termed _________ __________ __________

A

psychomotor kinesthetic repertoires

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37
Q

In the presence of one stimulus the learner makes an appropriate response

A

paired association

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38
Q

In order to associate correctly, the learner must discriminate one stimulus from another

A

multiple discrimination

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39
Q

Series of associations following a sequence (requires a particular order)

A

serial memory

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40
Q

Step-by-step procedures which students learn to follow

A

Algorithms

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41
Q

In a ________, responses can occur without the preceding response. In a ________, each response cannot occur without the preceding response

A

sequence, chain

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42
Q

In a sequence, the consequence is successful _________ of the sequence in order. In a chain, the consequence for each _______ serves as an Sd for the next.

A

completion, response

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43
Q

The defining quality of the simple cognitive column is ________ of behaviors

A

sequences

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44
Q

Testing in the psychomotor and simple cognitive columns involves testing what was taught ________

A

directly

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45
Q

A true chain is composed of steps which are _________ _________

A

sequence dependent

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46
Q

Algorithms require _________ responses instead of _________ movements

A

cognitive, psychomotor

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47
Q

_________ _________ learning involves testing with examples and non-examples not presented in instruction

A

Complex cognitive

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48
Q

Concepts involve _________ attributes and ________ attributes

A

critical, variable

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49
Q

_________ describe a relation between concepts

A

Principles

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50
Q

Specific patterns of behavior that allow for dealing with new situations

A

strategies

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51
Q

By analyzing content we can:

  • determine the ________ ________ required
  • determine the ________ _______ that will be required
  • determine how instruction will need to be _________
A
  • precise objectives
  • criterion tests
  • sequenced
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52
Q

The defining quality of the psychomotor column is an emphasis on the performance of __________, ________ and complex ________ _________

A

responses, chains, kinesthetic repertoires

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53
Q

One distinction between the simple cognitive and complex cognitive columns is how the relations are _______

A

tested

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54
Q

A principle states a _________ relationship

A

conceptual

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55
Q

Principles may also be called…

A

laws, rules or formulas

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56
Q

Bloom’s Taxonomy is discussed in a book by _______

A

Vargas

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57
Q

List the 6 categories of Bloom’s original taxonomy:

  • K_________
  • C_________
  • A_________
  • A_________
  • S_________
  • E_________
A 
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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58
Q

Rote memory belongs to the ________ area of Bloom’s taxonomy

A

knowledge

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59
Q

Which area of Bloom’s taxonomy? The student either restates or identifies restatements of information presented in written or pictorial form

A

Comprehension

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60
Q

Paraphrasing and summarizing belong to the _________ area of Bloom’s taxonomy

A

Comprehension

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61
Q

This area of Bloom’s taxonomy requires students to solve problems that differ from ones seen before:

A

Application

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62
Q

This area of Bloom’s taxonomy requires the student o identify the component parts or structure of a whole:

A

Analysis

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63
Q

This area of Bloom’s taxonomy requires the student to combine elements to make a unique product and to express his own ideas and experiences:

A

Synthesis

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64
Q

This area of Bloom’s economy requires the student to tell whether or not a given product meets specified criteria or to compare two products and give his reasoning

A

Evaluation

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65
Q

Vargas’ comprehension level objectives would likely fall in what area of the simple cognitive column?

A

verbal repertoires

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66
Q

Vargas’ knowledge level objectives would likely fall in what area of the T&M hierarchy?

A

simple cognitive

67
Q

Vargas’ description of application level objectives would likely fall into what areas?

A

concepts and complex cognitive

68
Q

Vargas’ description of analysis level objectives would likely fall in which columns?

A

simple and complex cognitive

69
Q

Vargas’ description of synthesis level objectives would likely fall in which columns?

A

all three

70
Q

List the 5 steps in Mager’s goal analysis:

  1. Write down the goal in terms of __________
  2. Think about achieving the goal in terms of ________
  3. ______ the list and identify _______ until it can be said that if someone did these things and did not do these other things that would represent the goal
  4. Expand the words and phrases into complete sentences that tell ______ or _____ _______
  5. Test for __________
A
  1. Write down the goal in terms of outcomes
  2. Think about achieving the goal in terms of performance
  3. Sort the list and identify steps until it can be said that if someone did these things and did not do these other things that would represent the goal
  4. Expand the words and phrases into complete sentences that tell when or how often
  5. Test for completeness
71
Q

A clear statement of the instructional outcome includes:

  • D________
  • C________
  • B________
  • S________
A
  • Domain (“pool”)
  • Context (“tool”)
  • Behavior
  • Standard
72
Q

The most important part of instructional design is writing high quality __________ __________ derived from a _________ ________

A

instructional objectives, content analysis

73
Q

One of the founders of modern instructional design is Susan ________

A

Markle

74
Q

The total set of examples from which you can draw teaching and testing experiences

A

Domain

75
Q

Describes the tools the learner may or may not use

A

Context/conditions

76
Q

When ordering specific objectives into a hierarchical arrangement, the outcome of one lesson becomes the ______ ______ of the next lesson

A

entry skill

77
Q

A _______ _______ requires identification of the features that each example must have and can have

A

concept analysis

78
Q

The precise environment-behavior relation to be taught

A

learning channel

79
Q

A learning channel defines the precise _________ - ________ relation to be taught

A

environment - behavior

80
Q

A test for chains and responses will assess what has been ________ ________

A

directly taught

81
Q

The emphasis of a criterion test for chains and responses is “Can the behavior be ________?”

A

performed

82
Q

The key element of a test for chains and responses is the __________ of the behavior

A

topography

83
Q

A criterion test of kinesthetic repertoires tests for ______ _________ of what has been taught

A

new combinations

84
Q

Name the two sets of criteria emphasized in a test of kinesthetic repertoires:

  • _________ components
  • new ___________
A
  • individual components

- new combinations

85
Q

A criterion test for sequences and associations asks: Can the ______ ________ be made and correct sequence be __________?

A

key discriminations, performed

86
Q

A criterion test for sequences and associations will directly test what has been taught with ______ _______

A

new problems

87
Q

A criterion test for verbal repertoires asks: Can the _________ and __________ be performed?

A

discriminations, sequences

88
Q

A criterion for verbal repertoires tests for ______ _______ of what was taught

A

new combinations

89
Q

A criterion test for complex cognitive learning delivers testing under ________ not present during ________

A

conditions, instruction

90
Q

In order to test for complex cognitive learning, the _______ of example sets must be larger than what is found in the simple cognitive areas.

A

domain

91
Q

The emphasis of testing in the complex cognitive column is on performance under _______ ________

A

novel conditions

92
Q

Describe how 4 major items inform the criterion test:

  • the tests are products of the ________ _________ and __________
  • the ________ and ________ describe from where the test items will be drawn
  • the content of the test must evaluate the ________
  • the ________ for the _________ describes the form of the test
A
  • the tests are products of the content analysis and objectives
  • the domain and context describe from where the test items will be drawn
  • the content of the test must evaluate the standard
  • the standard for the objective describes the form of the test
93
Q

List components of a good testing set:

  • vary the range of _________
  • test with new __________
A
  • vary the range of dimensions

- test with new examples

94
Q

Writing or speaking about a subject is not necessarily an indicator of __________ __________

A

conceptual understanding

95
Q

Fluency is a metaphor for performance that is:

  • f________
  • e_______
  • w____________
  • a_________
A
  • flowing
  • effortless
  • well-practiced
  • accurate
96
Q

For a performance to be fluent, it must be ___________

A

well-practiced

97
Q

Skills the student must have prior to beginning instruction

A

entry repertoire

98
Q

A _________ does not indicate if the learner has the skills to succeed in the instructional sequence

A

pre-test

99
Q

_________ ________ typically sample, rather than exhaustively evaluate, a learner’s current repertoire

A

Placement tests

100
Q

This evaluation is designed to ensure learners have the skills necessary to succeed in the sequence

A

entry repertoire evaluation

101
Q

The skills the learners have that determine where the sequence should begin

A

entry repertoires one faces

102
Q

Takes the learner from the entry repertoire to the criterion test

A

instructional sequence

103
Q

List basic principles for designing an instructional sequence:

  • begin with _________ objectives
  • lay out the _______ ______ to get to the terminal objectives
  • identify the ________ you will need
  • take a guess at the largest ________ _______
  • plan for _______ and ________ responding
  • plan for the _________ and _______ of systematic feedback to be used
A
  • begin with enabling objectives
  • lay out the likely steps
  • identify resources needed
  • take a guess at the largest achievable steps
  • plan for active and meaningful responding
  • plan for the frequency and type of systematic feedback to be used
104
Q

List types of feedback in instruction:

  • C__________ feedback
  • C__________ feedback
  • P_________ feedback
  • A_________ feedback
A
  • confirmatory feedback
  • corrective feedback
  • progress feedback
  • adaptive feedback
105
Q

Type of feedback that signals a correct response

A

confirmatory feedback

106
Q

Type of feedback that specifies what the learner must do correctly

A

corrective feedback

107
Q

Type of feedback that lets the learner know where they are in the lesson

A

progress feedback

108
Q

A special type of corrective feedback that provides additional instruction

A

adaptive feedback

109
Q

We learn through ___________, and extend what we know through ___________

A

discrepancies, sameness

110
Q

The single most important aspect of good instruction is the provision of _________ and __________

A

examples and non-examples

111
Q

List 3 instructional environments:

  • W______ __________ approaches
  • I___________ approaches
  • I_________ approaches
A
  • whole classroom
  • individualized
  • integrated
112
Q

Whole classroom approaches to instruction require that classroom activities are directly related to the _______ and initial _______ ________

A

objectives, content analysis

113
Q

List types of whole classroom instructional approaches:

  • L_________
  • F_______ _________
  • P______ _________
  • P_______ ________ ________
  • P_______ ________ ________
A
  • lectures
  • flipped classrooms
  • peer teaching
  • project based learning
  • problem based learning
114
Q

List tools used in lectures:

  • ________ notes
  • ________ ________ systems
  • Interactive __________
  • G_________
A
  • Guided notes
  • Student response systems
  • Interactive whiteboards
  • Gamification
115
Q

When using a flipped classroom or project-based approach, students may need to be taught how to _________

A

collaborate

116
Q

Whole classroom methods are evaluated in terms of whether all learners reach the course objectives as measured by the _______ _______ designed prior to instruction

A

criterion tests

117
Q

List individualized approaches to instruction:

  • o_______
  • c_______ _______
  • t________
A
  • online
  • computer-based
  • tutoring
118
Q

List 5 models of online learning:

  • s__________
  • a__________
  • b__________ __________ and ___________
  • b__________ _________ and _________
  • h_________ _________ and ________
A
  • synchronous
  • asynchronous
  • blended synchronous and asynchronous
  • blended online and on-site
  • hybrid online and on-site
119
Q

This online model of instruction is most useful when “hours provided” as well as competencies established are required

A

asynchronous

120
Q

This online model of instruction combines the main course provided in asynchronous format with “live” events at scheduled intervals

A

blended asynchronous and synchronous

121
Q

This online model of instruction combines a regular course with fixed meeting hours with online discussion boards, automated testing, etc

A

blended online and on-site

122
Q

This online model of instruction combines online courses for main content acquisition with practicum sites for supervised experience

A

hybrid online and on-site

123
Q

In this online model of instruction, the time information is provided and the time the learner accesses it and responds to it are different

A

asynchronous

124
Q

List 3 types of computer based instruction:

  • T________ format
  • G_______ format
  • M_______
A
  • tutorial format (step-by-step instruction)
  • game format (game is the instruction)
  • mixed tutorial and game
125
Q

Perhaps the most important feature of individualized computer-based instruction is that learning can take place ….

A

in many different locations

126
Q

When beginning tutoring instruction, look at the ______ ________ to determine what skills are missing

A

entry repertoire

127
Q

Series of graded exercises going from less to more complex prompting and support, along with scripted sequences that anticipate the types of problems learners may have

A

Programmed tutoring

128
Q

Programmed tutoring utilizes a series of _______ ________ along with _______ ______ that anticipate the types of problems learners may have

A

graded exercises (least to most prompting) and scripted sequences

129
Q

List the steps in how to study:

  • s________ chapter and break into parts
  • c________ sections of text with groups of assigned problems
  • work through ________ in text
  • work on __________ group of questions before going on to the next section
A
  • survey chapter
  • correlate sections with problems
  • work through examples
  • work on correlated questions
130
Q

When tutoring, work from harder questions to easier:

  • ask for response in the _______ _____ ______
  • present ________ ________ options
  • present ________ ________
  • provide ________ ________, ______ _______, begin again
A
  • response in the student’s own words
  • multiple choice options
  • two choices or true/false
  • provide correct answer, work problem, begin again
131
Q

_________ is critical to expert performance

A

Practice

132
Q

Deliberate practice involves ______ ________ and ________ _________

A

continual goal setting and expert coaching

133
Q

RESAA stands for:

A 
Retention
Endurance
Stability
Application
Adduction
134
Q

Initially, when working toward fluency, it may be more desirable to work on _______ _________ with lower _______

A

tough discriminations, lower accuracy

135
Q

_________ is often neglected in instruction

A

practice

136
Q

To be effective, practice should be ________

A

spaced (not massed)

137
Q

List advantages of computers/tablets in instruction:

  • can ________ instruction
  • can _______ to learner performance
  • can offer high level of __________
  • can access ______ __________
A
  • can individualize instruction
  • can adapt to learner performance
  • can offer high levels of interactivity
  • can access web resources
138
Q

Pretests are useful for determining if the learner can perform the _________ _________

A

terminal objectives

139
Q

Placement tests provide information on which ________ _________ are currently in the learner’s repertoire

A

terminal objectives

140
Q

Adaptive feedback is a type of ________ feedback

A

corrective

141
Q

List the steps in sequence evaluation:

  • ___________ testing
  • ___________ testing
  • ________ testing
A
  • developmental testing (aka formative evaluation)
  • validation testing
  • field testing (aka summative evaluation)
142
Q

Developmental testing is also known as _________ ________

A

formative evaluation

143
Q

Perhaps the most important step in the instructional design process after content analysis and objectives is _________ _________

A

developmental testing

144
Q

In the process of developmental testing, __________ _________ data is used to modify program steps

A

individual learner

145
Q

List 3 problems that may be identified during developmental assessment:

  • d_______ or c_________ problems
  • m__________ problems
  • l________ v________ problems
A
  • design or communication problems
  • motivational problems
  • learning variable problems
146
Q

________ __________ guides design as the instructional sequence is being produced

A

Developmental testing

147
Q

Begin with the ________ _________ of instruction one predicts is required to produce objective mastery

A

least amount

148
Q

Learner behavior guides much of the ________ ________

A

program development

149
Q

_________ __________ is conducted in the environment the program is to be used, before full-scale implementation

A

Validation testing

150
Q

Field testing is also called _________ _________

A

summative evaluation

151
Q

_______ ________ answers more global questions about group performance, while ________ _______ looks at individual performance

A

Field testing; developmental testing

152
Q

Validation testing and developmental testing look most alike when designing ______ _________ _______

A

whole classroom instruction

153
Q

Favorable attitudes predict an ________ response

A

approach

154
Q

Negative attitudes predict an ________ response

A

avoidance

155
Q

List 3 principles that influence attitudes toward learning:

  • c________
  • c________
  • m_________
A

conditions
consequences
modeling

156
Q

List 7 types of universal aversives:

  • p______
  • f______ and ________
  • f_________
  • h________ and __________
  • b________
  • p________ __________
  • s________ as __________
A
  • pain
  • fear and anxiety
  • frustration
  • humiliation and embarrassment
  • boredom
  • physical discomfort
  • subject as punishment
157
Q

Self-efficacy refers to the _________ that people make about their ability to do certain things

A

judgments

158
Q

The judgments people make about their ability to do certain things

A

self-efficacy

159
Q

List 2 categories of learner consequences:

  • program ________
  • program ________
A
  • program extrinsic (contingent on progress through the program but not a unique outcome)
  • program intrinsic (only derived by the activities done within the program)
160
Q

Points and grades are examples of program ________ learner consequences

A

extrinsic

161
Q

Progress toward a goal is an example of a program _______ learner consequences

A

intrinsic

162
Q

List 3 potential student errors:

  • _______ to correctly identify an example
  • identifying an event as an _______ when it is not
  • making ______ errors
A
  • failure to correctly identify an example (a miss)
  • identifying an event as an example when it is not (a false alarm)
  • making both errors (a misconception)
163
Q

List 4 types of performance data:

  • rate of correct _________
  • rate of correct _________
  • rate of false __________
  • ______ ________
A
  • rate of correct identifications of examples
  • rate of correct rejections of non-examples
  • rate of false identifications (of non-examples as examples)
  • rate of missed examples

SAFMEDS 2020 (13 decks)

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