Part one: Introduction to instructional systems 1 - Introdutction Basic assumptions about onstructional design Some learning principles The conditions of learning The rationale for instructional design What this book is about 2 - Designing instructional systems Instructional design Educational system design Part two: The outcomes of instruction Instruction and educational goals Five categories of learning outcomes Designing instruction using human capabilities 4 - Varieties of learning: intellectual skills and strategies Types of intellectual skills Cognitive strategies Metacognition Varieties of intellectual skills in school subjects 5 - Varieties of learning: information, attitudes, and motor skills Verbal information The learning of verbal information Attitudes Motor Skills 6 - The learner Leaner characteristics Memory organization Schemas Learners as participants in instruction Part three: Designing instruction 7 - Defining performance objectives Achieving precision in objectives Examples of objectives Using objectives in instructional planning 8 - Analysis of the learning task Scope of the analysis Types of task analysis Prerequisites in learning intellectual skills Types 9 - Designing instructional seuqences An example of course organization Learning hierarchies and instructional sequence Integrating multiple objectives 10 - The events of instruction The nature of instruction The events of instruction in a lesson 11 - selection and using media selection vs. development of media Media and the learning situation Media selection procedures A method of media selection 12 - Desisgning the individual lesson Lesson planning and module design estabilishing a sequence of objectives Lesson planning for learning outcomes Steps in lesson planning Integrative goals: lesson planning for multiple objectives Roles and activities in instructional Development 13 - Assessing student performance Purposes of performance measures Procedures for objective-referenced assessment The concept of mastery Criteria for objective-referenced assessment The concept of masstery Criteria for objective-referenced assessment Norm-Referenced measures Part four: delivery systems for instruction 14 - Group instruction Characteristics of group instruction Instruction in the two-person group Instruction in the small group Instruction in the large group Features of tutoring in large groups 15 - Individualized instruction Nationally diffused systems Locally developed systems Varieties of activities Implementing instructional events Systems for older students Systems for older students Varieties of individualized instruction Management of individualized instruction Use of materials in individualized instruction Media development for individualized 16 - Evaluating Instruction Educational evaluation Evaluation of instruction: two major roles evaluation of instructinal programs Interpreting evaluative evidence Examples of evaluation studies