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Samenvatting Designing Effective Instruction (in het Nederlands), ISBN: 9780470522820 Ontwerpen van leersituaties
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Uitgebreide samenvatting van het boek Designing effective instruction.
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InhoudsopgaveHoofdstuk 1: Introductie.......................................................................................................................................................... 5
Waarom Instructional Design?.........................................................................................................................................................5
Wat is Instructional Design?.............................................................................................................................................................5
Uitgangspunten ID............................................................................................................................................................................5
Componenten van ID........................................................................................................................................................................5
Lopende processen...........................................................................................................................................................................7
Hoofdstuk 2: behoefteanalyse................................................................................................................................................. 8
Needs assessment............................................................................................................................................................................8
Soorten behoeften.......................................................................................................................................................................8
Uitvoeren van een needs assessment..........................................................................................................................................9
Goal analyse...................................................................................................................................................................................10
Zes stappen van de goal analyse................................................................................................................................................10
Performance assessment................................................................................................................................................................10
Resultaat van behoefteanalyse......................................................................................................................................................11
Kwaliteitscontrole in dit stadium....................................................................................................................................................11
Hoofdstuk 3: leerling- en context analyse............................................................................................................................... 12
Typen kenmerken van de leerling...................................................................................................................................................12
Cultureel diverse leerlingen.......................................................................................................................................................12
Contextanalyse...............................................................................................................................................................................13
Uitvoeren van de contextanalyse...................................................................................................................................................13
Resultaat van leerling- en contextanalyse.....................................................................................................................................13
Kwaliteitscontrole in dit stadium....................................................................................................................................................14
Hoofdstuk 4: taakanalyse....................................................................................................................................................... 15
Taakanalyse....................................................................................................................................................................................15
Taakanalyse voorbereiden.........................................................................................................................................................15
Structuren van de inhoud...........................................................................................................................................................15
Topic analyse..................................................................................................................................................................................16
Procedurele analyse.......................................................................................................................................................................16
Cognitieve taakanalyse..................................................................................................................................................................16
De kritische incidenten methode....................................................................................................................................................17
Taakanalyse uitvoeren...................................................................................................................................................................17
Technieken voor het verzamelen van gegevens........................................................................................................................17
Resultaat van deze analyse............................................................................................................................................................17
Kwaliteitscontrole in dit stadium....................................................................................................................................................17
Hoofdstuk 5: Instructiedoelstellingen..................................................................................................................................... 18
Cognitief domein............................................................................................................................................................................18
Psychomotorisch domein................................................................................................................................................................18
Affectief domein.............................................................................................................................................................................18
Het ontwikkelen van instructiedoelen............................................................................................................................................18
, Basis van doelstellingen.............................................................................................................................................................19
Doelstellingen schrijven voor het cognitieve domein.....................................................................................................................19
Gedragsdoelstellingen....................................................................................................................................................................19
Cognitieve doelstellingen...............................................................................................................................................................19
Doelstellingen schrijven voor het psychomotorisch domein..........................................................................................................20
Doelstellingen schrijven voor het affectieve domein......................................................................................................................20
Classificeren van doelstellingen......................................................................................................................................................20
Matrix.........................................................................................................................................................................................21
Resultaat van dit proces.................................................................................................................................................................21
Kwaliteitscontrole in dit stadium....................................................................................................................................................21
Hoofdstuk 6: Sequenteren..................................................................................................................................................... 23
Posner & Strike...............................................................................................................................................................................23
Learning related.........................................................................................................................................................................23
World related.............................................................................................................................................................................23
Concept related..........................................................................................................................................................................23
Elaboratie theorie sequencing........................................................................................................................................................24
Content Expertise Sequencing (Inhoudelijke expertise)............................................................................................................24
Task Expertise Sequencing.........................................................................................................................................................24
Van doelstellingen naar sequenteren.............................................................................................................................................24
Resultaat van sequenteringsproces...............................................................................................................................................24
Kwaliteitscontrole in dit stadium....................................................................................................................................................24
Hoofdstuk 7: instructiestrategieën......................................................................................................................................... 25
Basis van voorschriften...................................................................................................................................................................25
Generatieve strategieën.................................................................................................................................................................25
Voorschriften: feiten aanleren........................................................................................................................................................26
Voorschriften: concepten aanleren................................................................................................................................................26
Voorschriften: principes en regels aanleren...................................................................................................................................27
Voorschriften: procedures aanleren...............................................................................................................................................27
Cognitieve procedures...............................................................................................................................................................28
Hoofdstuk 8: Designing instructional message........................................................................................................................ 29
Pre-instructie strategieën...............................................................................................................................................................29
Pretest........................................................................................................................................................................................29
Doelstellingen.............................................................................................................................................................................30
Overzichten................................................................................................................................................................................30
Advance organizer......................................................................................................................................................................30
Ontwerp van de boodschap voor tekst...........................................................................................................................................31
Schema van de tekst signaleren.................................................................................................................................................31
Afbeeldingen en grafieken..............................................................................................................................................................33
Grafische signalen......................................................................................................................................................................33
Functie van afbeeldingen...........................................................................................................................................................34
Gebruik van afbeeldingen in instructie...........................................................................................................................................34
Resultaat van dit onderdeel...........................................................................................................................................................34
Kwaliteitscontrole in dit stadium....................................................................................................................................................35
,Hoofdstuk 9: instructiemateriaal ontwikkelen........................................................................................................................ 36
Focus...............................................................................................................................................................................................36
Heuristieken voor het ontwikkelen van instructie..........................................................................................................................36
Laatste richtlijnen voor omzetten van ontwerpplan in instructie..................................................................................................37
Preinstructie strategie, initiële presentatie en generatieve strategie.......................................................................................37
Cognitieve belasting.......................................................................................................................................................................37
Het leerproces............................................................................................................................................................................37
2 soorten cognitieve belasting...................................................................................................................................................37
Groepspresentaties.........................................................................................................................................................................38
Onderwijs op afstand.....................................................................................................................................................................39
Leren op eigen tempo.....................................................................................................................................................................39
Kleine groepen................................................................................................................................................................................40
Formats.......................................................................................................................................................................................40
Resultaat van dit onderdeel...........................................................................................................................................................41
Kwaliteitscontrole in dit stadium....................................................................................................................................................41
Hoofdstuk 11: evaluaties....................................................................................................................................................... 42
Formatieve evaluatie......................................................................................................................................................................42
Summatieve evaluatie....................................................................................................................................................................42
Confirmatieve evaluatie.................................................................................................................................................................42
Relatie tussen formatieve, summatieve en confirmatieve evaluatie.............................................................................................42
Relatie tussen evaluatie en doelstellingen.....................................................................................................................................43
Validiteit en betrouwbaarheid.......................................................................................................................................................43
Validiteit.....................................................................................................................................................................................43
Betrouwbaarheid........................................................................................................................................................................43
Normen voor prestaties..................................................................................................................................................................43
Relatieve normen.......................................................................................................................................................................44
Absolute normen........................................................................................................................................................................44
Metingskwesties.........................................................................................................................................................................44
Zelfevaluatie van studenten...........................................................................................................................................................44
Pre-testing..................................................................................................................................................................................44
Testen voor vereisten (prerequisites)........................................................................................................................................45
Testen op prestatieverbetering..................................................................................................................................................45
Voordelen van pre-testing..........................................................................................................................................................45
Resultaat/kern/belang van evaluatie.............................................................................................................................................45
Hoofdstuk 12: ontwikkeling van evaluatie-instrumenten........................................................................................................ 46
Kennis toetsen................................................................................................................................................................................46
Relatie tussen evaluatie en instructiedoelstellingen.................................................................................................................46
Objectieve toets.........................................................................................................................................................................46
Geconstrueerde antwoordtoetsen (invultoetsen)....................................................................................................................47
Vaardigheden en gedrag toetsen...................................................................................................................................................47
Soorten toetsen voor vaardigheden en gedrag.........................................................................................................................48
Houdingen toetsen.........................................................................................................................................................................48
Resultaat van dit onderdeel...........................................................................................................................................................49
Hoofdstuk 13: uitvoeren van formatieve en summatieve evaluaties.......................................................................................50
, Formatieve evaluaties....................................................................................................................................................................50
Fasen van formatieve evaluatie.................................................................................................................................................50
Summatieve evaluatie: bepalen van programmaresultaten..........................................................................................................51
Waarom evaluatie in plaats van onderzoek?.............................................................................................................................51
Doeltreffendheid van het programma meten............................................................................................................................51
Methoden voor summatieve evaluatie......................................................................................................................................52
Programma-efficiëntie................................................................................................................................................................52
Programmakosten......................................................................................................................................................................52
Confirmatieve evaluatie: bepalen van resultaten na verloop van tijd...........................................................................................52
Benaderingen van bevestigende evaluatie................................................................................................................................53
Confirmatieve evaluatie samengevat.........................................................................................................................................53
Rapportage van resultaten van summatieve en confirmatieve evaluaties....................................................................................53
Resultaat van dit onderdeel (richtlijnen)........................................................................................................................................53
Hoofdstuk 15: implementatie................................................................................................................................................ 54
Componenten van het diffusieproces.............................................................................................................................................54
Innovatie.....................................................................................................................................................................................54
Communicatie............................................................................................................................................................................54
Sociaal systeem..........................................................................................................................................................................54
Tijd..............................................................................................................................................................................................54
CLER-model.....................................................................................................................................................................................54
Configuration..............................................................................................................................................................................54
Linkages (verbindingen).............................................................................................................................................................54
Environment (omgeving)............................................................................................................................................................55
Resources (hulpmiddelen)..........................................................................................................................................................55
Informatiebeslissingen...................................................................................................................................................................55
Implementatie besluiten.................................................................................................................................................................55
Leerkracht/instructeur....................................................................................................................................................................56
Resultaat/kern van implementatie.................................................................................................................................................56
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