LibGuides: ID-8920 v1: Week 4 Resources

Week 4 Required Resources

Textbook(s)

The Instructional Design Knowledge Base: Theory, Research, and Practice

Richey, R.C., Klein, J.D., & Tracey, M.W. (2011). The instructional design knowledge base: Theory, research, and practice. Routledge.

In Richey, Klein, and Tracey's book, "The Instructional Design Knowledge Base," Chapters 7 and 8 offer comprehensive explorations of key concepts in instructional design practice. These chapters provide a robust understanding of instructional design principles and their practical implications.
Chapter 7 serves as a foundation, delving into the underpinnings of instructional design practice. It thoroughly examines concepts often regarded as fundamental by instructional designers, such as learning outcomes, the classifications of educational goals, the domains of learning, sequencing learning outcomes, facilitating internal learning processes through the events of instruction, component display theory, instructional transaction theory, and refinements of conditions-based instructional design theory.
Chapter 8 delves into constructivist design theory, tracing its origins to constructivist learning theory. It also discusses the practical application of constructivist design theory and explores emerging trends and models.

Article(s)

R2D2/C3PO Video Conferencing Instructional Strategies and Learning Activities: Expert Validated Research Instructional Design Model
Armstrong, A. & Gale, A.J.. (2022; 2025). R2D2/C3PO Video Conferencing Instructional Strategies and Learning Activities: Expert Validated Research Instructional Design Model. In M. Khosrow-Pour, D.B.A. (Ed.), Encyclopedia of Information Science and Technology, Sixth Edition. Advance online publication.
- This chapter describes each element of R2D2/C3PO, a research-based, validated, instructional design model, in-depth, providing generic examples of instructional strategies and learning activities for each element. The overarching objective of this chapter is to list and describe each model component, which are read, reflect, display, do, coaching, conviviality, critical incident questionnaire, planning, and organization, and then to provide detailed descriptions of constructivist instructional strategies and learning activities that can be used.
Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice
Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41 (4), 212–218.
- The article delves into the inception and evolution of the Taxonomy of Educational Objectives, a framework designed to categorize statements of intended learning outcomes following instruction. Initially conceived to streamline the creation of test items among faculty members across universities, Taxonomy aimed to establish repositories of items assessing identical educational objectives. Initiated by Benjamin S. Bloom, the Associate Director of the Board of Examinations at the University of Chicago, this framework sought to alleviate the burdens associated with crafting annual comprehensive examinations. Collaborating with a team of measurement specialists from various regions of the United States, Bloom spearheaded the development of this taxonomy, which was first published in 1956 under the title, "Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain" (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956). This seminal work, hereafter referred to as the original Taxonomy, underwent a revision process 45 years later, a subject addressed in this edition of Theory Into Practice.

Video(s)

Connectivism: A Networked Learning Theory for the Digital Age
Kremers, K. (2023). Connectivism: A Networked Learning Theory for the Digital Age [Video]. YouTube.
- In today's fast-paced world, continuous learning is essential. The Connectivism Learning Theory highlights the need for active participation in learning by connecting with others and exploring different information sources. This approach allows us to gain valuable insight.
Bloom's Taxonomy In 5 Minutes | Blooms Taxonomy Explained | What Is Bloom's Taxonomy? | Simplilearn
Simplilearn. (2021, January 18). Bloom's taxonomy in 5 minutes | Bloom's taxonomy explained | What is Bloom's taxonomy? [Video]. YouTube.
- Welcome to Simplilearn's video on Bloom's Taxonomy In 5 Minutes! In this video, you will explore Benjamin Bloom's hierarchical framework, which categorizes educational learning objectives based on their complexity. Delve into the revised version of Bloom's Taxonomy, unraveling its significance and exploring the various levels it encompasses. By the end of this Bloom's Taxonomy explained video, you'll gain a comprehensive understanding of this essential tool for instructional design and education. Dive in!

Optional Resources

Integrative Goals for Instructional Design
Gagné, R. M., & Merrill, M. D. (1990). Integrative Goals for Instructional Design. Educational Technology Research and Development, 38 (1), 23–30.
- A seminal article in the field, the authors emphasize the need to identify learning objectives that integrate multiple elements across modules, sections, or courses, proposing the concept of "enterprises" for this comprehensive approach. They advocate teaching three types of enterprises—denoting, manifesting, and discovering—to enhance both learning integration and training transfer. Great optional reading for this week.
Instructional Transaction theory: An Introduction
Merrill, M. D., Li, Z., & Jones, M. K. (1991). Instructional Transaction Theory: An Introduction. Educational Technology, 31 (6), 7–12.
- Instructional transactions are complex instructional algorithms and learner interaction patterns designed to help learners acquire specific knowledge or skills. These transactions vary according to the type of knowledge or skill being taught. Once designed and programmed, they function like other computer applications, such as spreadsheets, and can be used with different but similar content. A transaction shell outlines the structure of these interactions, including parameters and knowledge representation, and consists of code that triggers a transaction when delivered to a student. The shell includes two subsystems: the authoring environment, used by subject matter experts and instructors, and the delivery environment, used by students. The authoring environment features a knowledge acquisition system to gather and store necessary information in a knowledge base, and a transaction configuration system allowing customization of instructional parameters. These parameters control the learner's interactions and can be tailored to specific student populations, environments, and tasks. The delivery environment facilitates the student interactions, guided by the instructional parameters and the knowledge base.