24 Chapter l • Introduction to the

24 Chapter l • Introduction to the Instructional Design Process
An instructional designer continually probes for clarification, explanations, and details. You -must help the persons with whom you carry out instructional planning to communicate effectively with you This can best be done by using questions. Therefore, pay-fslificidar attention to the questions raised throughout the book Then, let questioning become a common part of your behavior as you aillooreAnd-eventuallypractice the instructional designer role.
SUMMARY
J. The use of instructional design to design and develop training can shorten training time and focus the training on the specific performance issue that can result in significant cost savings. 2. The instructional design process is applicable to a broad range of contexts that focus on improving human performance. These contexts can include but are not limited to education, business, health care, and the military. 3. A complete ID plan consists of nine elements arranged in a flexible configuration and formative, summative, and confirmative evaluations for potential revisions and judgments of success. 4. 4 number of expressions are synonymous with the term instructional design in the literature and in practice. 5. The ID process has the following qualities: it follows a systematic procedure with specific details, it usually starts at the course development level, and the process is applied in different ways by different designers but produces equally effective learning interventions. 6. The ID process can benefit program managers, administrators, instructional designers, instructors, and learners. 7. Roles in the ID process include instructional designer, instructor, subject-matter expert, and evaluator. 8. Criticisms of the ID process include the opinions that it is a mechanistic rather than humanistic planning method; it discourages teacher creativity; and its main attention is given to low-level, immediate outcomes. The ID process emphasized in this textbook is counter to these criticisms. 9. Asking questions during all phases of the ID process can help direct thinking toward decisions.
THE ID PROCESS
As you read through this book, you will use the instructional design process to create a unit of instruction similar to the one in the Appendix. In this section, we provide guidance for applying the concepts, skills, and processes described in the chapter. This section also provides you with additional heuristics on the design process. To start, we recommend that you reflect on your own definitions and philoso-phies. First, what is your definition of instructional design? Second, which learning theory or theories do you subscribe to for designing instruction? Third, what is your view of the learner?

Hasil (Bahasa Indonesia) 1:

Bab 24 l • pengantar proses desain instruksional Desain instruksional terus probe untuk klarifikasi, penjelasan, dan rincian. Anda-harus membantu orang dengan siapa Anda melaksanakan instruksional berencana untuk berkomunikasi secara efektif dengan Anda ini terbaik dapat dilakukan dengan menggunakan pertanyaan. Oleh karena itu, fslificidar membayar perhatian ke pertanyaan mengangkat seluruh buku, kemudian membiarkan mempertanyakan menjadi bagian umum dari perilaku Anda sebagai Anda aillooreAnd-eventuallypractice peran desain instruksional. RINGKASAN J. The use of instructional design to design and develop training can shorten training time and focus the training on the specific performance issue that can result in significant cost savings. 2. The instructional design process is applicable to a broad range of contexts that focus on improving human performance. These contexts can include but are not limited to education, business, health care, and the military. 3. A complete ID plan consists of nine elements arranged in a flexible configuration and formative, summative, and confirmative evaluations for potential revisions and judgments of success. 4. 4 number of expressions are synonymous with the term instructional design in the literature and in practice. 5. The ID process has the following qualities: it follows a systematic procedure with specific details, it usually starts at the course development level, and the process is applied in different ways by different designers but produces equally effective learning interventions. 6. The ID process can benefit program managers, administrators, instructional designers, instructors, and learners. 7. Roles in the ID process include instructional designer, instructor, subject-matter expert, and evaluator. 8. Criticisms of the ID process include the opinions that it is a mechanistic rather than humanistic planning method; it discourages teacher creativity; and its main attention is given to low-level, immediate outcomes. The ID process emphasized in this textbook is counter to these criticisms. 9. Asking questions during all phases of the ID process can help direct thinking toward decisions. PROSES ID Saat Anda membaca buku ini, Anda akan menggunakan proses desain instruksional untuk membuat unit instruksi serupa dengan yang dalam lampiran. Dalam bagian ini, kami memberikan bimbingan untuk menerapkan konsep, keterampilan, dan proses yang dijelaskan dalam bab. Bagian ini juga menyediakan Anda dengan tambahan heuristik pada proses desain. Untuk memulai, kami sarankan bahwa Anda merenungkan Anda sendiri definisi dan philoso-phies. Pertama, Apakah definisi desain instruksional? Kedua, yang belajar teori atau teori Apakah Anda berlangganan untuk merancang instruksi? Ketiga, apakah pandangan Anda pelajar?