The Derivation, Analysis, and Classification of Instructional Objectives

Ammerman, Harry L.; Melching, William H.

doi:10.21236/ad0633474

Cited by 12 publications

(2 citation statements)

References 4 publications

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“…Fallentine et al, (1974) contains a description of how the instructional development process was accomplished in a logistics course. Other documentation and discussion of the development of objectives of academic interest can be found in Ammerman (1966); Ammerman and Melching (1966); Banathy (1968); Davies (1971); Edling (1968, pp. 177-192); Esbensen (1968); Haggard et aL (1970); Kibler et al (1970); McKnight and Hundt (1972); Mager (1962); Mager and Beach (1967); Melching et al (1966); Miles and Robinson (1971, pp.…”

Section: Courseware Preparationmentioning

confidence: 99%

Handbook for the design and implementation of Air Force learning center programs.

Spangenberg¹,

Smith²

1975

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This report provides guidance in designing and implementing a performance-oriented learning center program, an approach to training which emphasizes the application of instructional technology in helping the individual or individual team to learn more effectively. Although intended for training personnel and instructional technologists in an Air Force training program, this report could be applicable to anyone interested in developing a learning center. Sections are entitled Orientation, Establishing a Learning Center, Courseware Preparation., Media Courseware Production, Hardware, Learning Environment and Carrel Design, Physical Plant, and Quality Assurance. Recommendations and working conclusions, based on the current state-of-the-art (as of spring, 1974) , are presented in a simple how-to-do-it manner. Many additional resources are cited for those who desire to explore various aspects of instructional technology, as applied to learning center programs. The two appendixes provide information on learning centers for flying training activities (four pages) and on selecting equipment for schoOl media programs (18 pages). Explanatory illustrations (44) and tables (10) are provided throughout the report. (SH) * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original.

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Section: Courseware Preparationmentioning

confidence: 99%

Handbook for the design and implementation of Air Force learning center programs.

Spangenberg¹,

Smith²

1975

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“…The relevance of practice under programed instruction,' with its careful analysis of instructional objectives (13,14,15), explains a large share of its commonly found superiority over conventional teaching methods. Yet even compared with a carefully developed linear program, Shettel and Lindley (16) found that students could learn the phonetic alphabet (a-alpha, b=bravo, etc.)…”

Section: Relevance Of Practice Activitiesmentioning

confidence: 99%

Comparison of pictorial techniques for guiding performance during training.

Miller¹

1971

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An experimental program was conducted to develop effective methods for producing and utilizing filmed demonstrations and instructional manuals. Four variations on conventional filmed demonstrations were evaluated: 1) revising an Army film through repeated tryouts with novices, 2) stopping the projector after each step is demonstrated to allow practice of that step, 3) showing the complete film an extra time before practice, and 4) using an animation technique in the introduction. The film variations and a pictorial book program were compared. All methods took roughly the same amount of time to train, if time to show the film is included. Need for assistance can be sharply reduced by using the revised film, or by showing the film one step at a time. An extra showing helps reduce the need for extra time and assistance if the showing is continuous. (Author/3Y) the first trial, the taimber of assists needed was reduced by the use of the revised film, by showing the film step by step, and by an extra showing of the film. (The extra presentation, however, seemed to benefit only those subjects who got another continuous A movie technique in which the parts appear to pop suddenly into place, one at a time , to form the completed assembly.

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