Reference Page

The following is a list of some instructional design references arranged by subject and alphabetically by author.

Select a subject area for reference:

Models of Instructional Design

AuthorTitlePublication
Andrews, D. H. & Goodson, L. A. (1980) A Comparative Analysis of Models of Instructional Design Journal of Instructional Development, 3(4), pp. 2-16.
Briggs, L. J. & Wager, W. W. (1981) Handbook of Procedures for the Design of Instruction Educational Technology Publications, Englewood Cliffs, NJ
Briggs, L. J., Gustafson, K. L. & Tellman, M. H., Eds. (1991) Instructional Design: Principles and Applications, Second Edition Educational Technology Publications, Englewood Cliffs, NJ
Dick, W. & Cary, L. (1990) The Systematic Design of Instruction, Third Edition Harper Collins
Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994) A Conceptual Framework for Comparing Instructional Design Models Educational Research and Technology, 42(2), pp. 55-72.
Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994) ETR&D, 42(4), pp. 60-65.
Feldhusen, J. F. (1980) The Three-Stage Model of Course Design The Instructional Design Library, Volume 39, Educational Technology Publications, Englewood Cliffs, NJ
Leshin, C., Pollack, J. & Reigeluth, C. M. (1992) Instructional Design Strategies and Tactics Educational Technology Publications, Englewood Cliffs, NJ
Merrill, M. D. (1994) Instructional Design Theory Educational Technology Publications, Englewood, NJ
Smith, P. L. & Ragan, T. J. (1993) Instructional Design Merrill, New York, NY
West, C. K., Farmer, J. A. & Wolff, P. M. (1991) Instructional Design Implications from Cognitive Science Lawrence Erlbaum Associates, Hillsdale, NJ

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Instructional Theories

AuthorTitlePublication
McKeough, A. & Lepart, A. (1991) Toward the Practice of Theory-Based Instruction Lawrence Erlbaum Associates, Hillsdale, NJ
Reigeluth, C. M. (1983) Instructional-Design Theories and Models: An Overview of Their Current Status Lawrence Erlbaum and Associates, Hillsdale, NJ
Reigeluth, C. M. (1987) Instructional Theories in Action Lessons Illustrating Selected Theories and Models Lawrence Erlbaum and Associates, Hillsdale, NJ
Steinberg, E. R. (1991) Computer-Aided Instruction A Synthesis of Theory, Practice and Technology Lawrence Erlbaum Associates, Inc., Hillsdale, NJ

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Learning Theories

AuthorTitlePublication
Ausubel, D. P. (1968) Educational Psychology: A Cognitive View Holt, Rinehart and Winston, New York, NY
Gagne, R. M. (1985) The Conditions of Learning and Theory of Instruction. Fourth Edition Holt, Rinehart and Winston, New York, NY

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Instructional Design and Development

AuthorTitlePublication
Dempsey, J. V. & Sales, G. C. (1993) Interactive Instruction and Feedback Educational Technology Publications, Englewood, NJ
Jonassen, D. H. (1988) Instructional Designs for Micro-Computer Courseware Lawrence Erlbaum Associates, Inc., Hillsdale, NJ
Jonassen, D. H., Hannum, M. H., & Tessmer, D. (1989) Handbook of Task Analysis Procedures Praeger Publishers, New York, NY
Locatis, C., Letourneau, G. & Bonvard, R. (1989) Hypermedia and Instruction Educational Technology Research and Development, 37(4), pp. 65-77.
Merrill, M. D., Tennysun, R. D. & Posey, L. O. (1992) Teaching Concepts: An Instructional Design Guide. Second Edition. Educational Technology Publications, Englewood Cliffs, NJ
Milheim, W. D., Ed. (1994) Author-Systems Software for Computer-Based Training Educational Technology Publications, Englewood Cliffs, NJ
Perkins, D. N. (1986) Knowledge as Design Lawrence Erlbaum Associates, Inc., Hillsdale, NJ
Price, R. V. (1991) Computer-Aided Instruction A Guide for Authors Brooks/Cole Publishing Company, Belmont, CA
Rossett, A. (1987) Training Needs Assessment Educational Technology Publications, Englewood Cliffs, NJ
Seels, B. & Glasglow, Z. (1990) Exercises in Instructional Design Merrill Publishing, Columbus, OH

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Evaluation of Educational Software

AuthorTitlePublication
Flagg, B. N. (1990) Formative Evaluation for Educational Technologies Lawrence Erlbaum and Associates, Hillsdale, NJ
Heller, R. (1991) Evaluating Software: A Review of the Options Computers and Education, 17(4), pp. 285-291.
Lathrop, A. (1983) Microcomputer Courseware:Selection and Evaluation Top of the News, American Library Association, Publisher
Sirotnik, K. A. (1985) Evaluating Computer Courseware Educational Leadership, April 1985
Squires, D. & McDougall, A. (1994) Choosing and Using Educational Software The Farmer Press, Washington, D.C.
Tessmer, M. (1993) Planning and Conducting FORMATIVE Evaluations Kogan Page, London

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ABSTRACTS

A Conceptual Framework for Comparing Instructional Design Models

This article discusses 15 models of instructional design and how a specific model should be selected. The authors classify models using five major factors: (1) purpose of model; (2) context for model; (3) level of experience required by designer; (4) whether the model uses a systems-theory approach or an alternative approach and (5) the types of learning tasks supported by the model. Return to Index



This article presents the classification scheme of Orientation, Knowledge Expertise and Theoretical Orientation. Return to Index

Authoring Systems

This book presents a survey of several software products geared specifically for instructional design. The first chapter discusses a model of instructional design that is adapted for computer-based instruction. Return to Index

Choosing and Using Educational Software

This book contains several checklist for evaluating educational software. Return to Index

Evaluating Software: A Review of the Options

This article presents the process of educational software evaluation and discusses some issues involved (e.g., time required, review subjectivity). Information is also provided on several approaches to software evaluation. Return to Index

Exercises in Instructional Design

This book contains information of value to a person just entering the ID field. Its strongest attributes are its layout, style, simple language and use of exercises. Return to Index

Instructional Design

A comprehensive look at instructional design that describes all phases from needs assessment to formative and summative evaluation. Seven full chapters cover how to teach each of the categories of learning, in a 15 step expanded events of instruction model. Return to Index

Instructional Design Implications from Cognitive Science Models

This book discusses the current research on cognitive strategies and their use in instructional design. It presents such techniques as: concept mapping, advance organizers, use of metaphor, analogy, simile, imagery. It introduces an ID model - Instructional Design Template - which outlines the steps and procedures used in designing and developing instruction. Return to Index

Instructional Design Theory

Merrill describes this book as a "collection of papers addressing the how and why of instructional design rather than merely the what." This book presents a history of theoretical design and development such as the development of Component Display Theory. Return to Index

Instructional Theories in Action Lessons Illustrating Selected Theories in Action

This book allows the reader to compare and contrast how several theories of instruction (e.g., Gagne-Briggs, Component Display Theory, Elaboration Theory) can be applied to the design and development of a lesson on the same context and objectives. Return to Index

Planning and Conducting FORMATIVE Evaluation

This book discusses formative evaluation and introduces the layer of necessity approach to dealing with evaluation resources and constraints. The book also describes four types of formative evaluation: expert review, one-to-one evaluation, small group evaluation and field-test evaluation. Return to Index

Teaching Concepts: An Instructional Design Guide

Written for teachers, instructional designers and curriculum planners, this book describes a 10 step process for the design and development of instruction that teaches concepts. Return to Index

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