Designing Effective Instruction 7e by Morrison, Ross, Kalman, Kemp

Designing Effective Instruction 7e by Morrison, Ross, Kalman, Kemp is the 7th edition of the textbook authored by Gary R. Morrison, Old Dominion University, Steven M. Ross, Johns Hopkins University, Howard K. Kalman, Ithaca College, and Jerrold E. Kemp, Professor Emeritus, San Jose State University, and published in 2013 by John Wiley & Sons, Inc.

• Affective domain. That area of learning devoted to developing attitudes, values, or appreciations.
• Application. Performance requiring the learner to use or apply the information taught.
• Assessment. The systematic collection of data pertaining to programs or people.
• Asynchronous learning networks. A delivery system often used for distance instruction in which communication using tools such as e-mail and discussion boards does not occur in real time.
• Authentic assessment. Tasks that require the learner to demonstrate performance in a real-life context.
• Behavioral objective. Often referred to as a Mager-style objective, this type of objective includes an observable verb, condition, and criteria written in a concise style. The typical format is condition (e.g., Given ... , the learner will ... at the level ... ).
• Behaviorism. Learning theory in which subject content is divided into a series of small steps; the learner participates actively, receives feedback on effort, and is guided to success.
• Client. Person for whom instruction is being planned and who may serve as subject specialist when working with the instructional designer. May also be the individual who contracts for the training.
• Cognitive domain. That area of learning devoted to acquiring information, knowledge, and intellectual abilities relative to a subject or topic.
• Cognitive load theory. This theory focuses on the limitations of working memory and how designers can design instruction that effectively manages working memory for results.
• Cognitive objective. An objective used to describe learning intellectual skills that are not easily defined by a behavioral objective.
• Cognitive strategies. Highest level of cognitive learning, typified by problem solving.
• Competency-based instruction. Providing and evaluating instruction against a specific standard as indicated by the learning objectives for the topic or task.
• Computer-based instruction (CBI). Uses a software program that displays information and instructions on a video screen, requiring learner participation and choices.
• Concept. Name or expression given to a class of facts, objects, or events, all of which have common critical attributes.
• Confirmative evaluation. A continuous form of evaluation that comes after summative evaluation used to determine whether a course is still effective.
• Constructed-response test. Consisting of questions requiring the learner to supply a short answer, write an essay, or solve a problem allows for evaluation of higher-level cognitive objectives but is difficult to solve reliably.
• Constructivism. An approach to instructional design based on the assumption that learners generate knowledge structures in their own minds.
• Contextual analysis. A strategy for providing realistic information to provide rich instructional examples.
• Cost center. Service provided within an organization for instructional development service with costs carried by the department.
• Criterion-referenced instruction. See competency-based instruction.
• Critical incident method. A type of task analysis for analyzing processes that is particularly well suited for applying to the analysis of interpersonal skills.
• Culturally diverse learners. Students from various ethnic cultures.
• Curriculum. List of courses and content framework for a subject.
• Developmental costs. All personnel, resource, and service costs required to plan and develop an instructional program.
• Diffusion. The process of communicating information to a client and target audience about an innovation.
• Distance education. Instruction in which the instructor and student are separated in both physical location and time, requiring the instruction to be fully designed and developed prior to implementing the instruction.
• Domains of learning. Cognitive, psychomotor, and affective categories.
• Effectiveness. Measuring the degree to which learners accomplish objectives for each unit or a total course.
• Efficiency. Measuring the amount of learner time, personnel services, and facilities use required to carry out an instructional program, and then deciding whether these amounts are acceptable or excessive.
• E-learning. Learning from instruction offered via the Internet or intranet.
• Evaluation. Using assessment or measurement to judge the worth or success of something.
• Evaluator. Person responsible for assisting the instructor in designing tests to measure student learning, conduct formative, summative, and confirmative evaluations, and analyze results.
• Fact. A statement associating one item to another.
• Feedback. Providing the learner with answers to exercises and other information relative to progress in learning.
• Flowchart. Visual description of the sequence necessary for performing a task, including decision points and alternate paths.
• Formative evaluation. Testing a new instructional program with a sampling of learners during various points of the development phase, and using the results to improve the program's frontend analysis.
• Generative learning. An approach that helps the learner relate new information to prior information that results in new and/or revised schema.
• Goal analysis. A process used to identify the initial outcomes or intents of an instructional intervention.
• Goal statement. Broad statement describing what should take place in an instructional course or training program.
• Human performance improvement. A strategy for improving productivity by considering various interventions in addition to training.
• Individualized learning. Allowing learners to learn by providing each one with objectives and activities appropriate to his or her own characteristics, preparation, needs, and interests.
• Instructional cost index. Mathematical calculation of the cost per learner or trainee to accomplish objectives for a topic or course, taking into account a portion of the developmental cost and implementation costs.
• Instructional design. Systematic planning of instruction in which attention is given to nine related elements resulting in effective, efficient, and reliable instruction.
• Instructional designer. Person responsible for carrying out and coordinating the systematic design procedure.
• Instructional development. Managing the planning, development, and implementation process for instruction or training.
• Instructional message design. The process of creating an effective message by manipulating words, pictures, and symbols.
• Instructional need. A gap in performance between what is expected and actual performance that is best addressed through an instructional intervention.
• Instructional objective. Statement describing what the learner is specifically required to learn or accomplish relative to a topic or task.
• Instructional systems. A group of interdependent parts that work together to accomplish a goal such as a classroom or learning management system..
• Instructional technology. Resources (e.g., machines and materials) used for instruction. A process of systematic instructional planning.
• Instructional theory. A prescriptive theory based on a learning theory that provides prescriptions for designing effective instruction.
• Intellectual skills. Organizing and structuring facts for learning to form concepts, principles, rules, attitudes, and interactions.
• Interactive technologies. Media forms that require frequent active participation by the student as learning takes place.
• Interpersonal skills. Spoken and nonverbal (e.g., body language) interaction between two or more individuals.
• Learner characteristics. Factors relating to personal and social traits of individuals and learner groups that need consideration during planning or learning.
• Learning. A relatively permanent change in behavior that may or may not be the result of instruction.
• Learning objective. This term is used in two ways. When the objective focuses on the product of the instruction, it is synonymous with a behavioral objective. A second use of this term is to describe the process of the instruction, which is quite different from the focus and purpose of a behavioral objective.
• Learning systems design. Another expression for the instructional design concept.
• Learning theory. A descriptive theory that explains and predicts how individuals learn.
• Mastery-based instruction. See competency-based instruction.
• Mastery learning. Indicating whether a learner successfully accomplishes the necessary level of learning for required objectives.
• Module. A self-instructional package treating a single topic or unit of a course.
• Multimedia. Computer program controlling display of verbal information along with still photographs, video, and audio sequences in various formats.
• Needs assessment or analysis. Procedure of gathering information before deciding whether there is a substantive need for instruction or training.
• Norm-referenced testing. Evaluating the results of instruction in a relative fashion by comparing test scores of each learner with those of other learners in the class.
• Objective test. Consisting of questions for which a learner must select an answer from two or more alternatives; persons scoring the test can easily agree on the correct answer.
• Operational costs. All costs of personnel resources and services incurred as an instructional program is being implemented.
• Organization management. Management of an instructional development service that broadly includes all design and delivery functions.
• Performance-based instruction. See competencybased instruction.
• Performance gap. A condition when actual performance is not equal to or better than expected performance. A variety of interventions, including instruction, are used to improve performance.
• Performance objective. A synonym for behavioral objectives (see behavioral objective)
• Posttest. Final examination given at the end of a course or training program (as opposed to pretest).
• Prerequisite test. Portion of a pretest that measures content or skill preparation a learner has for starting the course or unit.
• Presentation teaching method. Technique used to disseminate information.
• Pretest. Test administered prior to the start of instruction to determine the level of the learner's knowledge and the necessary preparation relative to a topic or task.
• Principle. Expression of a relationship between concepts.
• Procedural analysis. Used to identify the steps required to complete a task or series of tasks.
• Procedure. Sequence of steps one follows to achieve a goal.
• Profit center. Service provided within and outside an organization for instructional design services with costs charged to the client or sponsor.
• Project management. Responsibilities for all functions that relate to the conduct of an instructional design project.
• Psychomotor domain. That area of learning devoted to becoming proficient in performing a physical action involving muscles of the body.
• Reinforcement learning. Receiving feedback on success in learning, thus being encouraged to continue learning.
• Reliability. Ability of a test to produce consistent results when used with comparable learners.
• Request for proposal (RFP). Paper form with instructions to be completed when submitting a bid or proposal for a project to be funded.
• Scope of work. The definition of the boundaries of a project that requires the consensus of the stakeholders.
• Self-paced learning environment. Learning environment that allows the learner to satisfy required learning activities by accomplishing the objectives at his or her own speed or convenience.
• Subject-matter expert (SME). Person qualified to provide content, resources, and information relating to topics and tasks for which instruction is being designed.
• Summative evaluation. Measuring how well the major outcomes of a course or program are attained at the conclusion of instruction (posttest) or thereafter on the job.
• Support services. Matters such as budget, facilities, equipment, and materials that require attention for the successful preparation and implementation of a new instructional program.
• Systems approach. An overall plan to problem solving that gives attention to all essential elements.
• Task analysis. A collection of procedures for analyzing the information needed to achieve the objectives. See also topic analysis and procedural analysis.
• Topic analysis. A task analysis procedure for identifying and describing the topics (including facts, concepts, and principles) related to a goal or need.
• Validity. Direct relationship between test questions and the learning objectives.