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Assignment 1 – Planning an instructional design strategy and resources
ASSIGNMENT 1 – PLANNING AN INSTRUCTIONAL DESIGN STRATEGY
AND ASSOCIATED RESOURCESCOURSE 4143EBL – INSTRUCTIONS DESIGN STRATEGIES
COURSE CONVENOR: DR. LEESA WHEELAHAN
SUBMITTED BY: DAVID MARTIN
STUDENT #2636349
DATE SUBMITTED: 15 SEPTEMBER 2008
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Assignment 1 – Planning an instructional design strategy and resources
TABLE OF CONTENTS
Overview of “Online Participation Skills” Workshop......................................................................3
Instructional Problem.....................................................................................................................4
Guiding theoretical perspectives...................................................................................................5
Analysis of relevant factors............................................................................................................7
Characteristics of the learner.....................................................................................................7
The Learning Context................................................................................................................8
Types of Knowledge...................................................................................................................9
Learning Goals.........................................................................................................................10
Assessment..............................................................................................................................11
Instructional Events..................................................................................................................12
Resources................................................................................................................................14
Conclusions.................................................................................................................................15
Appendix 1: Learning Goal Matrix...............................................................................................16
Appendix 2: Assessment Matrix..................................................................................................18
Appendix 3: Draft Delivery Plan...................................................................................................19
List of References........................................................................................................................23
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Assignment 1 – Planning an instructional design strategy and resources
OVERVIEW OF “ONLINE PARTICIPATION SKILLS” WORKSHOP
This report examines the instructional design process used to develop an “Online Participation
Skills” workshop. The instructional design process involves systematically establishing solutions
for performance improvement (Rothwell & Kazanas, 2004, p. 3) and provides strategies and
techniques based on long standing and researched theories. Smith and Ragan (1999) propose
that there are three main elements to the instructional design process; analysis of learners, the
learning contexts and learning tasks. These three elements form the basis for the initial analysis
of the workshop.
First, the instructional problem will be defined as a subject of instruction, and it will be shown
why it is important and able to be taught. Next, analyses of the underlying theories will be
undertaken, showing that this instruction will use methods based on behaviourism, cognitive
theories and scaffolding. An analysis of the learner, context, learning goals, types of knowledge,
assessment, instructional events and required resources will also be done.
This will demonstrate that instructional design processes assist in creating accurate and
relevant resources that can be used to solve problems through instruction.
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INSTRUCTIONAL PROBLEM
Students are increasingly participating in education online as part of a qualification or vocational
competency. This is something new that learners need to know, and by examining these
changes and innovations new learning goals can be seen to assist students in completing their
study successfully. This is an example of the Innovation Model (Smith & Ragan, 1999, p. 36)
and shows that the problem is one that can be solved by using instruction.
There are significant changes in the implementation of online learning environments; the tools
used by students to enrol, receive learning materials, submit assessment and receive results.
There is knowledge and procedures that can be taught to improve student’s ability to participate
in an online learning environment. If a student lacks these, then a “deficiency of knowledge” can
be defined as the cause of the problem. Instructional techniques can be used to reduce this
deficiency and help solve the problem.
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Assignment 1 – Planning an instructional design strategy and resources
GUIDING THEORETICAL PERSPECTIVES
Instructional design theories are linked to early pedagogical and psychological research. The
underlying strategies used for this course are both behavioural and cognitive, using outcome
based assessment combined with prescriptive scaffolding and problem solving techniques.
Students have social and educational history, which provides previous stimulus and conditioning
which also needs to be taken into account in instructional design. Acknowledgment of this is a
constructivist idea; while reason is the primary source of knowledge, reality is constructed from
experience and learning is the result of active process based personal interpretation (Smith &
Ragan, 1999, p. 15). Following these ideas leads to contextualism, which assumes that learning
should occur in realistic settings and that testing should be integrated into the learning activities
(Smith & Ragan, 1999, p. 16). While it is impossible to predict what precedents are brought to
the classroom it is vital to understand what effects explicit and hidden stimulus can have in the
learning environment.
Vocational education is often based on learning outcomes, defined as observable actions or
behaviours. Shaping of complex behaviours can be done by reinforcing already learned
behaviour and then gradually reinforcing closer and closer approximation to the new behaviour
(Romiszowski, 1981, p. 166). This is a type of scaffolding, using a cognitive viewpoint to scaffold
any existing knowledge. Overall instructional design should lead to more student-centred
learning because “knowledge growth is a learner-directed process of developing, extending,
modifying and reorganising existing knowledge in order to generate purpose built knowledge
structures” (Cobb cited in Stevenson, 2003, p. 219). These purpose built knowledge structures
should be defined as part of the instructional design process, and the learning activities. While
the instructional process may start with significant and directed scaffolding, gradual removal of
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Assignment 1 – Planning an instructional design strategy and resources
the amount of scaffolding and direction will demonstrate improved meta-cognitive and
declarative knowledge. Smith and Ragan describe this as two ends of a continuum of
supplantive and generative strategies; supplantive having high scaffolding and generative
having less (Smith & Ragan, 1999, p. 125).
Eventual removal of all scaffolding and assistance should occur during the assessment of what
has been learned during the instructional process.
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ANALYSIS OF RELEVANT FACTORS
CHARACTERISTICS OF THE LEARNER
It is important to decide which strategies are to be used as part of the instructional process
because the differences and similarities in people “influence instruction at the most fundamental
levels.” (Smith & Ragan, 1999, p. 56). It is important to create instruction with an audience in
mind, rather than designing around concepts and content (Smith & Ragan, 1999, p. 46) and to
find out what similarities and differences are likely to occur in your target audience.
In some ways people are alike; sensory capabilities and characteristics, which are important
when trying to involve all the senses in a learning experience, information processing
characteristics are also similar and can be used to determine the characteristics of the learning
(Smith & Ragan, 1999, p. 48).
There are differences in learners that remain with them over time, learning styles consider the
different ways people receive and process information (Smith & Ragan, 1999, p. 49). A persons
intelligence should also be considered, and while there are several models available,
Sternberg’s three model theory of analytical, creative and practical intelligences (Sternberg cited
in Krause, Bochner, & Duchesne, 2006, p. 233) allows for the classification of different learning
tasks into different areas of intelligence.
Affective and social aspects of people are more likely to change over time (Smith & Ragan,
1999, p. 52) and may even be changed by the very way instruction is designed. Motivation, self
concept and peer relationships also need to be considered during the design process.
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The characteristics of the learner needs to be considered to effectively design instruction that is
applicable and suitable. If it is not suitable, then while instruction may occur, effective learning
probably will not.
THE LEARNING CONTEXT
Ideally this workshop would be offered whenever a person is using an online learning system as
part of the learning or assessment process.
The contexts of teaching can be broken into three broad levels “the school level, the classroom
level, and the personal level.” (Shambaugh & Magliaro, 2006, p. 71). At the school, or
organisational level there are policies, procedures and rules that should be taken into
consideration when designing a course. The content dealing with assessment and
communication between staff and student would support the rules and policies of the learning
organisation. To not take these things into account can lead to instruction being designed that is
contrary to organisational beliefs or mission statements (Smith & Ragan, 1999, p. 38). The
classroom context includes the physical space and what equipment is available, which can
affect the instructional materials that are to be designed (Shambaugh & Magliaro, 2006, p. 71).
This workshop should be run in a classroom that has access to the online learning system. It
could also include the expected number of students in a particular class (Smith & Ragan, 1999,
p. 38). The personal level relates to a teachers personal attributes, attitude in the classroom
(Shambaugh & Magliaro, 2006, p. 75) as well as what type of instruction they are comfortable
with, or feel is appropriate to the instructional situation (Smith & Ragan, 1999, p. 37).
Environmental factors such as air conditioning, lighting and workstation setup would need to be
checked to ensure the classroom is comfortable.
Considering these contexts will help create a conducive learning environment.
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TYPES OF KNOWLEDGE
This course is designed to teach people how to use an online learning system, a computer
based educational tool that has specific task requirements and processes. The objectives below
contain a combination of declarative, procedural and limited problem solving knowledge.
Declarative knowledge objectives require the learner to recall facts and information is often
described as “knowing that” (Gange cited in Smith & Ragan, 1999, p. 66). This course contains
factual knowledge (e.g. specific terminology) and conceptual knowledge (e.g. how online
communication works) that the student should know to meet the learning objectives.
Procedures can be used in this course because the online learning system can be expected to
operate in the same way each time it it used for most tasks. However, most who have used
computer technology would agree this is not always the case and problem solving skills to
troubleshoot common issues should be part of the course. This would involve discriminination
skills, being able to perceive when something matches or differs (Smith & Ragan, 1999, p. 66).
There is also an expected level of psycho motor skills involved in using modern computing
equipment and these are sometimes overlooked, not everyone can effectively use a mouse and
keyboard.
Appendix 1 contains a full analyses of the types of knowledge used in this course.
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LEARNING GOALS
Task analysis is an effective method of determining “what content needs to be included in a
segment of instruction” (Smith & Ragan, 1999, p. 63). This can be determined in a number of
ways; using past lessons or learning materials, trial and error, or using the content structure as
a guide (Smith & Ragan, 1999, p. 63). However, before content can be decided upon, learning
goals should be clearly described and defined. Smith and Ragan (1999, pp. 84-85) describe the
three component objective as a description of an observable action (most important part), a
description of the conditions of the demonstration and a description of the standards or criteria
that must be met.
Using these theories as a basis for writing objectives, at the end of the course students will be
able to, without aid:
Log on to the online learning system
Navigate through the online learning system to access courses, study guides,
assessment requirements and resources
Use the online learning system to communicate with teachers, administration staff and
other students
Use a word processor to create simple assignments that include the students name,
student number, course details and assignment details as part of the document
Submit assessment and respond to feedback using the online system
Be able to identify and use at least one alternate method to communicate and submit
assignments if technology fails including using a phone, fax machine or standard post
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Appendix 1 shows an analysis of the learning goals, type of knowledge and cognitive processes
involved. This type of analyses and specific objectives serves as a basis for the development of
learning activities and assessment (Shambaugh & Magliaro, 2006, p. 65).
ASSESSMENT
Assessment is used to determine if learning has occurred during the instructional process
(Smith & Ragan, 1999, p. 94). It can be formative assessment that occurs during the instruction
or summative assessment, occurring at the end of the instructional process.
The assessment for this course relies on the observation of students being able to perform set
tasks that they could not do unassisted at the start of the course. This aligns with Skinners view
of learning as being an observable change in behaviour not caused by maturation or growth
(Skinner cited in Romiszowski, 1981, p. 165).
The assessment has also been designed to test a sample of the knowledge and processes
involved in the Online Participation Skills course. A quiz that uses both multiple choice and short
answers will be used to primarily assess knowledge. An observations checklist would be used
to observe the student performing the processes.
For assessment to be valid it needs to be consistent with the goals or objective being assessed
and needs to provide enough of a sample to be representative of a range of possibilities
associated with the learning goals (Smith & Ragan, 1999, p. 95).
An assessment instrument needs to consistently measure what it claims to (Smith & Ragan,
1999, p. 97), and needs to produce similar results over different time and samples (Gronlund,
2006, p. 22). While it would increase validity and reliability to include another assessment item,
because of the size and duration of this course the planned assessment will be sufficient to
inform the student if more instruction is required or if they are able to achieve the learning goals.
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Assignment 1 – Planning an instructional design strategy and resources
Assessment also needs to be flexible, so in the case that observations are not possible, the
student could use the observation checklist as a self-assessment tool. The quiz/short answer
assessment would be initially designed as written questions, but could also be adapted to verbal
questioning.
Effective assessment should be supported by a grading and reporting system (Gronlund, 2006,
p. 21) and the completed instructional design resource would include the quiz items and criteria
marking sheets. The results of the assessment should also be included in the design resources
(Smith & Ragan, 1999, p. 56), so the answers to the quiz would also be provided in the
instructional resource.
Appendix 2 contains an assessment matrix that shows the relationship between the learning
goals and assessment items.
INSTRUCTIONAL EVENTS
The sequencing of instructional events ensures that prerequisite information and skills needed
for a particular topic have been learned previously and therefore in what order target objectives
need to achieved p (Gagné, Briggs, & Wager, 1988, pp. 166-167). By using learning
hierarchies, working backwards from learning objectives, the sequence of skills to be learned
can be analysed (Gagné, Briggs, & Wager, 1988, p. 176). Regardless of the skills and actual
content being covered, there are a series of instructional events that will generally be followed.
These events are external to the learner, but are designed to support the internal process of
learning (Gagné cited in Gagné, Briggs, & Wager, 1988, p. 181).
At the start of each session the learner needs to be prepared by gaining their attention, recalling
previous knowledge where possible and bringing focus to the learning task (Smith & Ragan,
1999, p. 115). The purpose of both the course and each individual lesson also need to be
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Assignment 1 – Planning an instructional design strategy and resources
established, and how these fit together inform the learners about the importance and relevance
of what is being taught (Smith & Ragan, 1999, p. 116).
The body of each lesson furthers recall of prior knowledge into working memory (Smith &
Ragan, 1999, p. 117) and allows the presentation of new information and examples. Two
prominent sequences that can be used for new material are expository and discovery; where
information and processes are given to the students; and where examples are given and
students are prompted to induce the concepts involved (Smith & Ragan, 1999, pp. 117-118).
Attention will need to be refocused throughout the lesson and learning strategies employed to
help understand and assimilate new knowledge. Practice is then used to reinforce the
information and skills, moving them towards long term memory.
At the conclusion of each lesson the students should be allowed to “consolidate their learning
into a form that can be readily applied in a variety of circumstances” (Smith & Ragan, 1999, p.
202). Summarising and contextualising the lesson content will assist in this process.
Formative assessment would be used through all instructional events; checking understanding
and pre-existing knowledge in the introduction, the performance of the students against the
learning objectives during the body and feedback needs to be given to the students on their
progress in the conclusion.
Appendix 3 shows the instructional events along with learning objectives for each lesson based
on this framework, which is a combination of supplantive and generative events that gain and
retain the attention of the learner, allowing the transfer of learning and assessment of
performance.
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RESOURCES
The context of the course will influence the resources needs. For this course there are
numerous resources that have been identified during the instructional design process.
Each student will require:
A computer with access to the online learning system
Workbook that includes:
o Course summary
o Learning goals, assessment methods and criteria
o Timetable
o Teacher contact details
o Delivery Plan
o Learning content (information and procedural instructions)
o Student rules excerpt, details on organisational assessment requirements, rules
and policies
o Self assessment questions, answers and checklists
The teacher will require:
A computer with access to the online learning system and connected to a projector
Copy of student workbook
Assessment criteria marking sheets
Quiz questions and answers
Start and end of course survey questionnaires
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CONCLUSIONS
Instructional design processes are generally cyclical processes that analyse a range of relevant
factors, use the analysis to create and deliver instructional events. By assessing both the
processes and the students, designers are able to create, improve and adapt resources to a
variety of situations. This particular instruction design resource could be adapted for various
online learning systems. The instructional resources and assessment questions would differ, but
the underlying learning goals, assessment methods and instructional events would remain the
same.
Formative evaluation can occur by studying the performance of one student’s performance, by
testing in small groups’ representative of the target population or by a field trial with a suitable
sample of the target population (Gagné, Briggs, & Wager, 1988, pp. 323-324). Summative
evaluation can be done after a course has been completed, to make conclusions about how the
instruction has worked and whether it is better than an existing course (Gagné, Briggs, &
Wager, 1988, p. 324), and how well it has solved the instructional problem.
This evaluation will collect evidence and validate the resources, needs assessments, learner
analysis, task analysis and instructional strategies and events that are used as part of the
instructional design process.
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APPENDIX 1: LEARNING GOAL MATRIX
Learning Goals:The student, unaided, will be able to:
Assessment TargetsType of Knowledge Cognitive Processes
Log on to the online learning system
Factual knowledge of log on details
Procedural knowledge of log on process and
troubleshooting
Remember the steps used to log on and
common problems that can occur
Know username, password and website
address.Know some common
troubleshooting techniques
Navigate through the online learning system
to access courses, study guides, assessment
requirements and resources
Factual knowledge of visual components and
terminologyProcedural knowledge
of hyperlinks and window control
Remember the names and uses of hyperlinks.
Know the steps and methods of navigation
and window control
Use the online learning system to
communicate with teachers, administration
staff and other students
Factual knowledge of available communication
channelsProcedural knowledge of how to access and
use online communications
Remember the available communication
channels. Know the steps used to
send and receive communications
Use a word processor to create simple
assignments that include their name, student
number, course details and assignment
details as part of the document
Factual knowledge of file types, suitable word processors, information
requirements for assignment.
Procedural knowledge of basic word
processing functionsConceptual knowledge
of applying above knowledge into a specific setting
Remember the types of suitable file formats and special information to be
included. Know basic word
processing techniques and principles.
Understand that computer systems vary but basic principles still
apply.
Submit assessment and respond to feedback
using the online system
Factual knowledge of assignment submission
requirementsProcedural knowledge of steps used to upload
assignments, view feedback and grades
Conceptual knowledge of cyclical process of
assessment, feedback and communication
channels
Remember that all assignments have
requirements, some common and some
specificKnow how to access
assignment information and requirementsUnderstand how
assignments test and improve knowledge through feedback
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Assignment 1 – Planning an instructional design strategy and resources
Be able to use alternate methods to
communicate and submit assignments if
technology fails including using a phone, fax
machine or standard post
Factual knowledge of alternate communication
channelsProcedural knowledge
of how to contact staff or manually submit
assignmentsConceptual knowledge
of alternate systems and methods
Remember what alternate channels are
appropriate. Know basic steps to use
alternate channels
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APPENDIX 2: ASSESSMENT MATRIX
Learning Goals:The student, unaided, will be able to:
AssessmentAS1 – Quiz/Short
AnswerAS2 – Observations
Log on to the online learning system Questions on what details are required to log onto the system.
Demonstrate logon procedure
Navigate through the online learning system
to access courses, study guides, assessment
requirements and resources
Questions on common visual components and their meanings/uses.
Demonstrate use of hyperlinks and
switching between windows
Use the online learning system to
communicate with teachers, administration
staff and other students
Questions on communication
methods available
Observe the student access and use the
communication methods
Use a word processor to create simple
assignments that include their name, student
number, course details and assignment
details as part of the document
Questions on: importance of correct file format, availability
of word processors andwhat is necessary information to be
included in an assignment
Use a word processor to answer assessment
item one
Submit assessment and respond to feedback
using the online system
Questions on why feedback is important and how to resubmit
assignments
Observe the student submit an assignment and review feedback
Be able to use alternate methods to
communicate and submit assignments if
technology fails including using a phone, fax
machine or standard post
Questions on how to contact staff if the
online system is not working
Demonstrate methods of finding information
used to contact staff via alternate methods
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APPENDIX 3: DRAFT DELIVERY PLAN
Session No
Planned Delivery Content Educational Outcomes
1 Introduce course, overall learning outcomes, and lesson objectives
Students to complete start of course survey
Outline details needed for logon procedure (web address, username, password)
Demonstrate logon procedureDiscuss common problems and trouble-shooting
techniques (incorrect address, caps lock, resetting passwords)
Demonstrate common trouble-shooting techniques
Students to logon to online learning systemStudents to identify common problems and trouble-
shooting techniques
Discuss, identify and demonstrate common navigational tools/buttons/links and procedures of the online learning system.
Discuss, identify and demonstrate specific procedures to access course materials, assessment details and communication pages
Students to indentify common components of web pages/learning environment
Students to navigate through learning system to find course materials, assessment details and communication pages.
Discuss and identify other logon procedures, navigation systems and problems that strategies and procedures could be applied to.
Summarise and review procedure, required information and troubleshooting techniques for logging onto the learning system.
Preview next lesson, the focus will be on assessment creation and submission requirements.
Students will be able to logon to the online learning system using their own details without aid.
Students will be able to navigate through an online course unaided, using multiple windows to access course materials, assessment details and communication pages.
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Assignment 1 – Planning an instructional design strategy and resources
Session No
Planned Delivery Content Educational Outcomes
2 Introduce lesson and highlight importance of understanding and following assessment requirements
Discuss general assignment requirements and where to find specific requirements for a particular course or assignment
Discuss file formats and availability of word processors
Demonstrate differences and limitations of popular word processors (WordPad, Microsoft Office, Open Office)
Demonstrate effective file naming and storing
Students to use word processor to enter basic text, save/open files and modify files.
Students to identify items to be included with assessment (name, student number, course and assessment details, date submitted)
Summarise assessment creation and submission requirements and techniques used to meet these requirements.
Discuss other areas of education or work that same principles can apply
Preview next lesson, submitting assignments
Students will know what information needs to be included with every assessment item.
Students will be able to create, save and modify a simple word processed document
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Assignment 1 – Planning an instructional design strategy and resources
Session No
Planned Delivery Content Educational Outcomes
3 Introduce lesson and review important aspects of assessment submission requirements from previous lesson.
Discuss and demonstrate procedure used to upload an assignment, using the correct naming convention
Explain assessment procedure including expected time to be marked, feedback, resubmission and close of study dates
Demonstrate procedure used to check for feedback and for resubmitting assignments
Discuss alternate methods, post, fax and how to find that information out
Discuss and demonstrate where to find information on contact details’ study guide, web site, phone directory
Students to practice procedure for electronic assessment submission.
Students to identify methods of checking for feedback.
Students to identify places to find contact detailsStudents to identify alternate methods of
assessment submission
Summarise assessment requirements, procedures and places to find information
Preview next lesson, review and assessment
Students will be able to electronically submit assessment and respond to feedback.
Students will know what alternative methods are available for submitting assessment and communicating with staff if technology fails.
Students will know where to obtain contact details for staff
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Assignment 1 – Planning an instructional design strategy and resources
Session No
Planned Delivery Content Educational Outcomes
4 Introduce lesson, review learning goals
Review of important information, procedures and techniques
Students called on to identify any information, procedures and techniques that need specific review
Students to complete course quiz, assessment activity and survey
Feedback given to student on result of quiz and assessment, with another review and attempt allowed
Summarise learning objectives met, areas of possible improvement and ways of furthering knowledge through further education and practice
Students will demonstrate all learning outcomes
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LIST OF REFERENCES
Gagné, R. M., Briggs, L. J., & Wager, W. W. (1988). Principles of Instructional Design (3rd ed.).
Sydney: Holt, Rinehart and Winston.
Gronlund, N. E. (2006). Assessment of Student Achievement (8th ed.). Boston: Pearson
Education.
Krause, K.-L., Bochner, S., & Duchesne, S. (2006). Educational Psychology for learning and
teaching. Melbourne: Thomson.
Romiszowski, A. (1981). Chapter 9. Theories of Learning and instruction. In Designing
Instructional Systems: Decision making in course planning and curriculum design (pp.
165-186). New York: Kogan Page.
Rothwell, W. J., & Kazanas, H. (2004). Mastering the Instructional Design Processes (3rd ed.).
Kansas: Pfeiffer.
Shambaugh, N., & Magliaro, S. G. (2006). Instructional Design: A Systematic Approach for
Reflective Practice. Boston: Pearson Education.
Smith, P., & Ragan, T. (1999). Instructional Design (2nd ed.). New York: John Wiley & Sons.
Stevenson, J. (2003). Developing Vocational Expertise: Principles and issues in vocational
education. Crows Nest: Allen & Unwin.
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