Annotated Bibliographies for Module 2
Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.) (pp. 71-77). Boston, MA: Allyn and Bacon.
Driscoll introduces the human information processing system by stating that it is very similar to the way a computer processes and stores information. The reader is introduced to three stages of information processing: sensory memory (which functions to hold information in memory very briefly), working memory (the stage in which further processing is carried out), and long-term memory (the permanent “storehouse” of information). Simply paying attention to information is not enough to ensure that it will be processed further.
Information is processed as it passes from one stage of memory to the …show more content…
Some of the advantages of a systematic design include: it encourages the advocacy of the learner; it supports effective, efficient, and appealing instruction; it supports coordination among designers, developers, and those who will implement the instruction; it facilitates dissemination of information; it supports the development of alternative delivery systems; it facilitates consistency among objectives, activities, and assessments; and it provides a systematic framework for dealing with problems (p. 8-9). As with any process, there are limitations of systematic instructional design. Systematic instructional design may not be a method that can be used when goals cannot be identified ahead of time or when goals are never identified. This process also demands lead time, which may be considered a limitation.
Smith & Ragan (1999). Foundations of Instructional Design. Instructional Design (pp. 13-29). New York: Wiley. While instructional design is considered to be an “applied, decision oriented field” (p. 14), educational philosophy and theory contribute to the way educators design instruction. The authors include three educational philosophies that influence instructional design: constructivism, empiricism, and
Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.) (pp. 71-77). Boston, MA: Allyn and Bacon.
Driscoll introduces the human information processing system by stating that it is very similar to the way a computer processes and stores information. The reader is introduced to three stages of information processing: sensory memory (which functions to hold information in memory very briefly), working memory (the stage in which further processing is carried out), and long-term memory (the permanent “storehouse” of information). Simply paying attention to information is not enough to ensure that it will be processed further.
Information is processed as it passes from one stage of memory to the …show more content…
Some of the advantages of a systematic design include: it encourages the advocacy of the learner; it supports effective, efficient, and appealing instruction; it supports coordination among designers, developers, and those who will implement the instruction; it facilitates dissemination of information; it supports the development of alternative delivery systems; it facilitates consistency among objectives, activities, and assessments; and it provides a systematic framework for dealing with problems (p. 8-9). As with any process, there are limitations of systematic instructional design. Systematic instructional design may not be a method that can be used when goals cannot be identified ahead of time or when goals are never identified. This process also demands lead time, which may be considered a limitation.
Smith & Ragan (1999). Foundations of Instructional Design. Instructional Design (pp. 13-29). New York: Wiley. While instructional design is considered to be an “applied, decision oriented field” (p. 14), educational philosophy and theory contribute to the way educators design instruction. The authors include three educational philosophies that influence instructional design: constructivism, empiricism, and