Instructional Design

Question 1

Early definitions of the field of instructional technology focused on

Answer 1

instructional media—the physical means via which instruction is presented to learners. The roots of the

Question 2

Beginning in the 1950s and particularly during the 1960s and 1970s, a number of leaders in the field of education began discussing instructional technology in a different way—that is, rather than equating it with media, they discussed it as

Answer 2

being a process.

Question 3

New definitions of the field of instructional design focus on

Answer 3

Facilitating learning. The new perspective recognizes the important role that learners play in determining what they will learn, regardless of the instructional intervention they are exposed to. The new definition also indicates that one of the goals of professionals in the field is to improve performance. The authors indicate this term emphasizes that it is not sufficient to simply help learners acquire inert knowledge. Instead, the goal should be to help learners apply the new skills and knowledge they have acquired.

Question 4

Interventions often delivered either via training courses and/or training materials

Answer 4

instructional interventions

Question 5

solutions other than training courses and/or training materials

Answer 5

noninstructional interventions

Question 6

What served as the central administrative unit[s] for visual instruction by [their] distribution of portable museum exhibits, stereographs [three-dimensional photographs], slides, films, study prints, charts, and other instructional materials?

Answer 6

School musuems

Question 7

What prompted the advent of the field of instructional design and technology?

Answer 7

WWII and instructional films

Question 8

Skinner stated that what materials should present instruction in small steps, require active responses to frequent questions, provide immediate feedback, and allow for learner self-pacing. Moreover, because each step was small, it was thought that learners would answer all questions correctly and thus be positively reinforced by the feedback they received?

Answer 8

programmed instructional materials

Question 9

The book describes how to write objectives that include a description of desired learner behaviors, the conditions under which the behaviors are to be performed, and the standards (criteria) by which the behaviors are to be judged.

Answer 9

Preparing Objectives for Programmed Instruction by Robert Mager

Question 10

Gagné’s five conditions of learning

Answer 10

verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies

Question 11

Characterized as being systematic, systemic, responsive, interdependent, redundant, dynamic, cybernetic, synergistic, and creative.

Answer 11

General Systems Theory

Question 12

agreeing to adopt rules and procedures as a way to move through a process.

Answer 12

Systematic

Question 13

stresses the application of creative problem-solving methods. The evidence that something is ____ is when you can observe that all components of a system respond when a single component within that system is stimulated.

Answer 13

Systemic

Question 14

means accepting whatever goals are established as its orientation.

Answer 14

Responsive

Question 15

all elements within a system are connected to every other element within that same system, and therefore, all elements depend on each other to accomplish the system’s goals.

Reiser, Robert A.; Dempsey, John V.. Trends and Issues in Instructional Design and Technology (What’s New in Ed Psych / Tests & Measurements) (Page 23). Pearson Education. Kindle Edition.

Answer 15

Interdepndence

Question 16

refers to duplicate processes and duplicate procedures that are intended to prevent failure of the entire system.

Answer 16

Redundancy

Question 17

means the system can adjust to changing conditions and constantly monitors its environment.

Answer 17

Dynamic

Question 18

the elements efficiently communicate among themselves for the purpose to steer, govern, and guide.

Answer 18

Cybernetic

Question 19

means that together, all the elements can achieve more than the individual elements can achieve alone.

Answer 19

Synergistic

Question 20

refers to the use of special human talents and imagination in generating original ideas that permit instructional designers to expand the limitations of any system.

Answer 20

Creativity

Question 21

ADDIE is an acronym for

Answer 21

Analyze, Design, Develop, Implement, and Evaluate.

Question 22

Often includes conducting a needs assessment, identifying a performance problem in a business setting or some other environment, and stating a goal

Answer 22

Analyze

Question 23

Includes writing objectives in measurable terms, classifying learning as to type, specifying learning activities, and specifying media

Answer 23

Design

Question 24

Includes preparing student and instructor materials (both print and electronic) as specified during design

Answer 24

Development

Question 25

includes delivering the instruction in the settings for which it was designed

Answer 25

Implementation

Question 26

ncludes both formative and summative evaluation, as well as revision

Answer 26

Evaluation

Question 27

Instructional design is _____ centered.

Answer 27

Students and their performance are the focal point of instructional design activities. Teaching is a means to facilitate knowledge construction and student performance. Students actively participate in confirming learning objectives and instructional strategies.

Question 28

Instructional design focuses on outcomes that are ____.

Answer 28

Measurable There should be a high correlation between student work during a course and the work that will be expected by a student upon completion of a course.

Question 29

a persisting change in human performance or performance potential

Answer 29

Learning

Question 30

learning may begin with the individual, but knowledge can grow exponentially as individuals collaborate within a network and constantly update information. In this view, an individual’s existing state of knowledge is less important than the ability to connect within a network, and it is advancing technology that makes these connections possible.

Answer 30

Connectivist view of learning

Question 31

Behaviorism’s founder

Answer 31

B. F. Skinner

Question 32

Knowledge is represented in long-term memory as packets of information called _______

Answer 32

Schemas

Question 33

Unlike behavioral and information processing theory, _______relies more on social and cultural determinants of learning than it does on individual psychology. Specifically, knowledge is presumed to accrue in “meaningful actions, actions that have relations of meaning to one another in terms of some cultural system”

Answer 33

Situated learning theory

Question 34

According to Wenger (1998), learning as participation can be defined in what three ways?

Answer 34

• individually (i.e., as members engage in the practices of a community); • community-wide (i.e., as members refine the practices of a community and recruit new members); and • organizationally (i.e., as members sustain the interconnected communities of practice through which “an organization knows what it knows and thus becomes effective and valuable as an organization)” (p. 8).

Question 35

Gagne’s 9 Events of Instruction

Answer 35

1. Gaining attention 2. Informing the learner of the objective. 3. Stimulating recall of prior learning4. Presenting the stimulus 5. Providing learning guidance. 6. Eliciting performance. 7. Providing feedback 8. Assessing performance 9. Enhancing retention and transfer

Question 36

a stimulus change to alert the learner and focus attention on desired features.

Answer 36

Gaining attention

Question 37

examples or activities that prompt the learner to go beyond the immediate context of instruction.

Answer 37

Enhancing retention and transfer

Question 38

an opportunity to demonstrate what has been learned.

Answer 38

Assessing performance

Question 39

information of a corrective nature that will help learners improve their performance. 8.

Answer 39

Providing feedback

Question 40

a statement or demonstration to form an expectancy in the learner as to the goals of instruction.

Answer 40

Informing the learner of the objective

Question 41

a question or activity to remind the learner of prerequisite knowledge.

Answer 41

Stimulating recall of prior learning

Question 42

an activity or information that presents the content of what is to be learned.

Answer 42

Presenting the stimulus

Question 43

a cue or strategy to promote encoding.

Answer 43

Providing learning guidance

Question 44

an opportunity to practice or otherwise perform what is being learned

Answer 44

Eliciting performance

Question 45

In _______, learning is mostly a matter of going from the outside in. The learner receives information from the environment, transforms it in various ways, and acquires knowledge that is subsequently stored in memory.

Answer 45

Information processing theory

Question 46

Learning theory: learning is more a matter of going from the inside out. The learner actively imposes organization and meaning on the surrounding environment and constructs knowledge in the process.

Answer 46

constructivist

Question 47

____ is both a philosophy or stance toward learning and an approach to designing instruction. The philosophy emphasizes learners’ construction of meaning through collaboration and engagement with the world.

Answer 47

Constructivism

Question 48

suggests that it is important for instructional designers to pay attention how interactions between experts and novices can be structured to support the development of novice learners.

Answer 48

Vygotsky’s Zone of Proximal Development

Question 49

refers to a person’s knowledge, skills, and aptitudes, which determine what a person is able to do.

Answer 49

Capability

Question 50

refers to resources and information that are necessary for a person to perform a task.

Answer 50

Opportunity

Question 51

refers to a person’s desire to pursue a goal or perform a task, which is manifested by choice of goals and effort (persistence plus vigor) in pursuing the goal.

Answer 51

Motivation

Question 52

occurs when one engages in a task for which there is no apparent reward except the pleasure of the activity.

Answer 52

Intrinsic motivation

Question 53

engaging in tasks for rewards associated with successful accomplishment.

Answer 53

extrinsic motivation

Question 54

condition brought on by a situational stimulus or process,

Answer 54

state

Question 55

a stable psychological drive or motive.

Answer 55

trait

Question 56

Motivation to learn is promoted when …

Answer 56

A learner’s curiosity is aroused due to a perceived gap in current knowledge. • The knowledge to be learned is perceived to be meaningfully related to one’s goals. • Learners believe they can succeed in mastering the learning task. • Learners anticipate and experience satisfying outcomes to a learning task.

Question 57

the assessment of the environment in which an innovation or program will be used, to determine the need and objectives for the innovation and to identify the factors in the environment that will impact the success of its use.

Answer 57

Context assessment (sometimes called needs assessment)

Question 58

evaluation questions are raised about the resources that will be used to develop and conduct the innovation/program.

Answer 58

input evaluation

Question 59

used to examine the ways in which an innovation/program is being developed, the way it is implemented, the initial effectiveness, and the effectiveness after revisions.

Answer 59

process evaluation

Question 60

focuses on the success of the innovation/program in producing the desired outcomes.

Answer 60

product evaluation

Question 61

evaluation approach where evaluators and stakeholders determine how and why an intervention/program works as an important part of the evaluation

Answer 61

Theory driven evaluation

Question 62

which is the stakeholders’ implicit and explicit assumptions about how a program responds to a problem and the actions required to solve the problem

Answer 62

program theory

Question 63

program’s systematic plan for organizing resources, settings, staff, and support organizations to deliver intervention services and to reach the target population.

Answer 63

action model

Question 64

the program’s description of the causal processes and outcomes required to resolve the identified problem(s).

Answer 64

change model

Question 65

Kirkpatrick’s first level of evaluation is

Answer 65

the assessment of learners’ reactions or attitudes toward the learning experience.

Question 66

the goal is to determine what the participants in the training program learned as well as their confidence that they can use it later and their commitment to use it later.

Answer 66

Kirkpatrick’s Level Two Evaluation

Question 67

a testing situation where test takers demonstrate some real-life behavior such as creating a product or performing a process);

Answer 67

performance test

Question 68

a self-report data-collection instrument filled out by research participants designed to measure, in this case, the attitudes targeted for change in the training event

Answer 68

questionaire

Question 69

asking questions about the past in relation to the present) to measure transfer of training.

Answer 69

retrospective survey design

Question 70

the evaluator’s goal is to determine whether the training program participants change their on-the-job behavior (OJB) as a result of having participated in the training program.

Answer 70

Level 3 KirkPatrick’s Evaluation Behavior (transfer of training).

Question 71

the evaluator’s goal is to find out if the training leads to “final results.”

Reiser, Robert A.; Dempsey, John V.. Trends and Issues in Instructional Design and Technology (What’s New in Ed Psych / Tests & Measurements) (Page 92). Pearson Education. Kindle Edition.

Answer 71

Kirkpatrick’s Level 4 results