Principles of instructional design / Robert M. Gagné ; Walter W. Wager; Katharine C. Golas and John M. Keller

By:

Gagne', R.M. Robert M. Gagne'

Contributor(s):

Material type: Text

TextPublication details: Belmont : Wadsworth, 2005.Edition: 5thDescription: xvii, 387 p. : ill. ; 25 cmISBN:

0534582842

Subject(s):

LOC classification:

DUCE LB1028.38.G34

Online resources:

Summary: This pioneering text describes a rationally consistent basis for instructional design, based in cognitive psychology and information-processing theory. The authors prepare teachers to design and develop a course, unit, and module of instruction, outline the nine stages of instructional design procedure, and integrate current research and practice in the movement toward performance systems technology. The Fifth Edition of PRINCIPLES OF INSTRUCTIONAL DESIGN emphasizes the social and cultural context of learning, learner-centered principles, and the affordances of new technologies and learning environments.

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Item type	Current library	Collection	Call number	Copy number	Status	Barcode
Books	DUCE LIBRARY Education: Shelf LB1139.23 – LB2844.1.A8.M648	Education Collection	DUCE LB1028.38.G34 (Browse shelf(Opens below))	4	Available	000000158140

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Previous	DUCE LB1028.24M47 Action research : improving schools and empowering educators /	DUCE LB1028.33.J49 Technology, Literacy, Learning: A multimodal Approach/	DUCE LB1028.38.G34 Principles of instructional design /	DUCE LB1028.38.G34 Principles of instructional design /	DUCE LB1028.43P74 The balance of situated action and formal instruction for laerning conditional reasoning/	DUCE LB1028.43P74 The balance of situated action and formal instruction for laerning conditional reasoning/	DUCE LB1028.B4 Research in education /	Next

Includes bibliographical references and indexes.

This pioneering text describes a rationally consistent basis for instructional design, based in cognitive psychology and information-processing theory. The authors prepare teachers to design and develop a course, unit, and module of instruction, outline the nine stages of instructional design procedure, and integrate current research and practice in the movement toward performance systems technology. The Fifth Edition of PRINCIPLES OF INSTRUCTIONAL DESIGN emphasizes the social and cultural context of learning, learner-centered principles, and the affordances of new technologies and learning environments.

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