BEHP 5020id Instructional Design Flashcards
(163 cards)
1
Q
List 3 important aspects of the instructional design process:
- analyzing _________
- formulating _________
- formulative __________
A
- analyzing content
- formulating objectives
- formulative evaluation
2
Q
The first creator of a prominent educational theory was _________
A
John Dewey
3
Q
Programmed instruction was developed by ________
A
Skinner
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
5
Q
Name two different educational traditions:
- _________ instruction
- ________ design
A
- classroom instruction (from educational research)
- process design (from psychology labs)
6
Q
List, in order, the steps of typical instructional design from the perspective of the instructor:
- Vague ______
- P________ _______
- I________ ________
- S________ _________
A
- Vague goal
- Prerequisite steps
- Instructional sequence
- Student evaluation
7
Q
List, in order, the steps of typical instructional design from the perspective of the student:
- P_________ _______
- I_________ _________
- S________ _________
- V______ ________
A
- Prerequisite steps
- Instructional sequence
- Student evaluation
- Vague goal
8
Q
List, in order, the steps of the ABA-based instructional design process:
- ________ analysis
- ________ objectives
- _________ tests
- _______ repertoire
- _________ sequence
- __________ data
A
- Content analysis
- Instructional objectives
- Criterion tests
- Entry repertoire
- Instructional sequence
- Performance data
9
Q
The process of determining what we want to teach is called ________ _______
A
content analysis
10
Q
The _________ _________ takes the learner from their entry repertoire to the instructional objectives as measured by the criterion tests
A
instructional sequence
11
Q
Criterion tests evaluate the __________
A
instruction
12
Q
List the 3 items in the psychomotor learning column:
- R__________
- C_________
- K_________ __________
A
- Responses
- Chains
- Kinesthetic Repertoire
13
Q
List the three main items in the simple cognitive column:
- A__________
- S__________
- V________ __________
A
- Associations
- Sequences
- Verbal repertoires
14
Q
List the 3 items in the complex cognitive column:
- C________
- P________
- S________
A
- Concepts
- Principles
- Strategies
15
Q
Two kinds of associations are ________ _________ and ________ __________
A
paired associates, multiple discriminations
16
Q
Two kinds of sequences are _______ ________ and __________
A
serial memory, algorithms
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)
18
Q
Learning how to respond by moving certain muscles in a precise way (i.e., “how to”) is ___________ learning
A
psychomotor
19
Q
Fluent performance of a number of responses in a particular order
A
Chain
20
Q
Many different responses and chains, each matching the circumstances
A
Kinesthetic repertoires
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
22
Q
Another term for verbal repertoires is _________
A
expertise
23
Q
Application of prior learning to new situations
A
complex cognitive learning
24
Q
A single unit or class of stimulus events, each possessing key properties
A
Concept
25
A statement that sets forth a relationship between two or more concepts
Principle
26
Rational ways of dealing with new situations (i.e., creativity)
Strategies
27
________ _________ always accompanies learning at the psychomotor or cognitive levels
Emotional learning
28
Good form is evident when the learner exhibits good coordination and timing in performing a _________ __________
psychomotor movement
29
______ _______ is evident when the learner exhibits good coordination and timing in performing a psychomotor movement
good form
30
The goal of coaching is to shift the learner from the coach's feedback to _________ feedback
kinesthetic
31
List the 3 main categories in Tiemann and Markle's content analysis:
- P___________ learning
- S_______ ________ learning
- C_______ ________ learning
- Psychomotor
- Simple cognitive
- Complex cognitive
32
The defining quality of the psychomotor column is a focus on _________
behavior
33
The result of the psychomotor _______ is critical to teaching each step
chain
34
An analysis of ______ is as important to the process as specifying _______
results
35
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?
- repertoire
| - key discriminations
36
Combinations of critical responses and chains to produce a complex performance are termed _________ __________ __________
psychomotor kinesthetic repertoires
37
In the presence of one stimulus the learner makes an appropriate response
paired association
38
In order to associate correctly, the learner must discriminate one stimulus from another
multiple discrimination
39
Series of associations following a sequence (requires a particular order)
serial memory
40
Step-by-step procedures which students learn to follow
Algorithms
41
In a ________, responses can occur without the preceding response. In a ________, each response cannot occur without the preceding response
sequence, chain
42
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.
completion, response
43
The defining quality of the simple cognitive column is ________ of behaviors
sequences
44
Testing in the psychomotor and simple cognitive columns involves testing what was taught ________
directly
45
A true chain is composed of steps which are _________ _________
sequence dependent
46
Algorithms require _________ responses instead of _________ movements
cognitive, psychomotor
47
_________ _________ learning involves testing with examples and non-examples not presented in instruction
Complex cognitive
48
Concepts involve _________ attributes and ________ attributes
critical, variable
49
_________ describe a relation between concepts
Principles
50
Specific patterns of behavior that allow for dealing with new situations
strategies
51
By analyzing content we can:
- determine the ________ ________ required
- determine the ________ _______ that will be required
- determine how instruction will need to be _________
- precise objectives
- criterion tests
- sequenced
52
The defining quality of the psychomotor column is an emphasis on the performance of __________, ________ and complex ________ _________
responses, chains, kinesthetic repertoires
53
One distinction between the simple cognitive and complex cognitive columns is how the relations are _______
tested
54
A principle states a _________ relationship
conceptual
55
Principles may also be called...
laws, rules or formulas
56
Bloom's Taxonomy is discussed in a book by _______
Vargas
57
List the 6 categories of Bloom's original taxonomy:
- K_________
- C_________
- A_________
- A_________
- S_________
- E_________
```
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
```
58
Rote memory belongs to the ________ area of Bloom's taxonomy
knowledge
59
Which area of Bloom's taxonomy? The student either restates or identifies restatements of information presented in written or pictorial form
Comprehension
60
Paraphrasing and summarizing belong to the _________ area of Bloom's taxonomy
Comprehension
61
This area of Bloom's taxonomy requires students to solve problems that differ from ones seen before:
Application
62
This area of Bloom's taxonomy requires the student o identify the component parts or structure of a whole:
Analysis
63
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:
Synthesis
64
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
Evaluation
65
Vargas' comprehension level objectives would likely fall in what area of the simple cognitive column?
verbal repertoires
66
Vargas' knowledge level objectives would likely fall in what area of the T&M hierarchy?
simple cognitive
67
Vargas' description of application level objectives would likely fall into what areas?
concepts and complex cognitive
68
Vargas' description of analysis level objectives would likely fall in which columns?
simple and complex cognitive
69
Vargas' description of synthesis level objectives would likely fall in which columns?
all three
70
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 __________
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
A clear statement of the instructional outcome includes:
- D________
- C________
- B________
- S________
- Domain ("pool")
- Context ("tool")
- Behavior
- Standard
72
The most important part of instructional design is writing high quality __________ __________ derived from a _________ ________
instructional objectives, content analysis
73
One of the founders of modern instructional design is Susan ________
Markle
74
The total set of examples from which you can draw teaching and testing experiences
Domain
75
Describes the tools the learner may or may not use
Context/conditions
76
When ordering specific objectives into a hierarchical arrangement, the outcome of one lesson becomes the ______ ______ of the next lesson
entry skill
77
A _______ _______ requires identification of the features that each example must have and can have
concept analysis
78
The precise environment-behavior relation to be taught
learning channel
79
A learning channel defines the precise _________ - ________ relation to be taught
environment - behavior
80
A test for chains and responses will assess what has been ________ ________
directly taught
81
The emphasis of a criterion test for chains and responses is "Can the behavior be ________?"
performed
82
The key element of a test for chains and responses is the __________ of the behavior
topography
83
A criterion test of kinesthetic repertoires tests for ______ _________ of what has been taught
new combinations
84
Name the two sets of criteria emphasized in a test of kinesthetic repertoires:
- _________ components
- new ___________
- individual components
| - new combinations
85
A criterion test for sequences and associations asks: Can the ______ ________ be made and correct sequence be __________?
key discriminations, performed
86
A criterion test for sequences and associations will directly test what has been taught with ______ _______
new problems
87
A criterion test for verbal repertoires asks: Can the _________ and __________ be performed?
discriminations, sequences
88
A criterion for verbal repertoires tests for ______ _______ of what was taught
new combinations
89
A criterion test for complex cognitive learning delivers testing under ________ not present during ________
conditions, instruction
90
In order to test for complex cognitive learning, the _______ of example sets must be larger than what is found in the simple cognitive areas.
domain
91
The emphasis of testing in the complex cognitive column is on performance under _______ ________
novel conditions
92
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
- 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
List components of a good testing set:
- vary the range of _________
- test with new __________
- vary the range of dimensions
| - test with new examples
94
Writing or speaking about a subject is not necessarily an indicator of __________ __________
conceptual understanding
95
Fluency is a metaphor for performance that is:
- f________
- e_______
- w____________
- a_________
- flowing
- effortless
- well-practiced
- accurate
96
For a performance to be fluent, it must be ___________
well-practiced
97
Skills the student must have prior to beginning instruction
entry repertoire
98
A _________ does not indicate if the learner has the skills to succeed in the instructional sequence
pre-test
99
_________ ________ typically sample, rather than exhaustively evaluate, a learner's current repertoire
Placement tests
100
This evaluation is designed to ensure learners have the skills necessary to succeed in the sequence
entry repertoire evaluation
101
The skills the learners have that determine where the sequence should begin
entry repertoires one faces
102
Takes the learner from the entry repertoire to the criterion test
instructional sequence
103
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
- 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
List types of feedback in instruction:
- C__________ feedback
- C__________ feedback
- P_________ feedback
- A_________ feedback
- confirmatory feedback
- corrective feedback
- progress feedback
- adaptive feedback
105
Type of feedback that signals a correct response
confirmatory feedback
106
Type of feedback that specifies what the learner must do correctly
corrective feedback
107
Type of feedback that lets the learner know where they are in the lesson
progress feedback
108
A special type of corrective feedback that provides additional instruction
adaptive feedback
109
We learn through ___________, and extend what we know through ___________
discrepancies, sameness
110
The single most important aspect of good instruction is the provision of _________ and __________
examples and non-examples
111
List 3 instructional environments:
- W______ __________ approaches
- I___________ approaches
- I_________ approaches
- whole classroom
- individualized
- integrated
112
Whole classroom approaches to instruction require that classroom activities are directly related to the _______ and initial _______ ________
objectives, content analysis
113
List types of whole classroom instructional approaches:
- L_________
- F_______ _________
- P______ _________
- P_______ ________ ________
- P_______ ________ ________
- lectures
- flipped classrooms
- peer teaching
- project based learning
- problem based learning
114
List tools used in lectures:
- ________ notes
- ________ ________ systems
- Interactive __________
- G_________
- Guided notes
- Student response systems
- Interactive whiteboards
- Gamification
115
When using a flipped classroom or project-based approach, students may need to be taught how to _________
collaborate
116
Whole classroom methods are evaluated in terms of whether all learners reach the course objectives as measured by the _______ _______ designed prior to instruction
criterion tests
117
List individualized approaches to instruction:
- o_______
- c_______ _______
- t________
- online
- computer-based
- tutoring
118
List 5 models of online learning:
- s__________
- a__________
- b__________ __________ and ___________
- b__________ _________ and _________
- h_________ _________ and ________
- synchronous
- asynchronous
- blended synchronous and asynchronous
- blended online and on-site
- hybrid online and on-site
119
This online model of instruction is most useful when "hours provided" as well as competencies established are required
asynchronous
120
This online model of instruction combines the main course provided in asynchronous format with "live" events at scheduled intervals
blended asynchronous and synchronous
121
This online model of instruction combines a regular course with fixed meeting hours with online discussion boards, automated testing, etc
blended online and on-site
122
This online model of instruction combines online courses for main content acquisition with practicum sites for supervised experience
hybrid online and on-site
123
In this online model of instruction, the time information is provided and the time the learner accesses it and responds to it are different
asynchronous
124
List 3 types of computer based instruction:
- T________ format
- G_______ format
- M_______
- tutorial format (step-by-step instruction)
- game format (game is the instruction)
- mixed tutorial and game
125
Perhaps the most important feature of individualized computer-based instruction is that learning can take place ....
in many different locations
126
When beginning tutoring instruction, look at the ______ ________ to determine what skills are missing
entry repertoire
127
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
Programmed tutoring
128
Programmed tutoring utilizes a series of _______ ________ along with _______ ______ that anticipate the types of problems learners may have
graded exercises (least to most prompting) and scripted sequences
129
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
- survey chapter
- correlate sections with problems
- work through examples
- work on correlated questions
130
When tutoring, work from harder questions to easier:
- ask for response in the _______ _____ ______
- present ________ ________ options
- present ________ ________
- provide ________ ________, ______ _______, begin again
- response in the student's own words
- multiple choice options
- two choices or true/false
- provide correct answer, work problem, begin again
131
_________ is critical to expert performance
Practice
132
Deliberate practice involves ______ ________ and ________ _________
continual goal setting and expert coaching
133
RESAA stands for:
```
Retention
Endurance
Stability
Application
Adduction
```
134
Initially, when working toward fluency, it may be more desirable to work on _______ _________ with lower _______
tough discriminations, lower accuracy
135
_________ is often neglected in instruction
practice
136
To be effective, practice should be ________
spaced (not massed)
137
List advantages of computers/tablets in instruction:
- can ________ instruction
- can _______ to learner performance
- can offer high level of __________
- can access ______ __________
- can individualize instruction
- can adapt to learner performance
- can offer high levels of interactivity
- can access web resources
138
Pretests are useful for determining if the learner can perform the _________ _________
terminal objectives
139
Placement tests provide information on which ________ _________ are currently in the learner's repertoire
terminal objectives
140
Adaptive feedback is a type of ________ feedback
corrective
141
List the steps in sequence evaluation:
- ___________ testing
- ___________ testing
- ________ testing
- developmental testing (aka formative evaluation)
- validation testing
- field testing (aka summative evaluation)
142
Developmental testing is also known as _________ ________
formative evaluation
143
Perhaps the most important step in the instructional design process after content analysis and objectives is _________ _________
developmental testing
144
In the process of developmental testing, __________ _________ data is used to modify program steps
individual learner
145
List 3 problems that may be identified during developmental assessment:
- d_______ or c_________ problems
- m__________ problems
- l________ v________ problems
- design or communication problems
- motivational problems
- learning variable problems
146
________ __________ guides design as the instructional sequence is being produced
Developmental testing
147
Begin with the ________ _________ of instruction one predicts is required to produce objective mastery
least amount
148
Learner behavior guides much of the ________ ________
program development
149
_________ __________ is conducted in the environment the program is to be used, before full-scale implementation
Validation testing
150
Field testing is also called _________ _________
summative evaluation
151
_______ ________ answers more global questions about group performance, while ________ _______ looks at individual performance
Field testing; developmental testing
152
Validation testing and developmental testing look most alike when designing ______ _________ _______
whole classroom instruction
153
Favorable attitudes predict an ________ response
approach
154
Negative attitudes predict an ________ response
avoidance
155
List 3 principles that influence attitudes toward learning:
- c________
- c________
- m_________
conditions
consequences
modeling
156
List 7 types of universal aversives:
- p______
- f______ and ________
- f_________
- h________ and __________
- b________
- p________ __________
- s________ as __________
- pain
- fear and anxiety
- frustration
- humiliation and embarrassment
- boredom
- physical discomfort
- subject as punishment
157
Self-efficacy refers to the _________ that people make about their ability to do certain things
judgments
158
The judgments people make about their ability to do certain things
self-efficacy
159
List 2 categories of learner consequences:
- program ________
- program ________
- 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
Points and grades are examples of program ________ learner consequences
extrinsic
161
Progress toward a goal is an example of a program _______ learner consequences
intrinsic
162
List 3 potential student errors:
- _______ to correctly identify an example
- identifying an event as an _______ when it is not
- making ______ errors
- 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
List 4 types of performance data:
- rate of correct _________
- rate of correct _________
- rate of false __________
- ______ ________
- 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
