Issue 26(2)
Designing
Effective Instruction (4 th Edition). (2003).
Gary R. Morrison, Steven M. Ross, Jerrold E. Kemp, Jossey-Bass.
464 pp., $88.95, (paperback), ISBN 0-471-21651-8.
Review
by: Anita
L. Carter
University
Advising Center
Wayne State
University
The authors
of this comprehensive text address all aspects of instructional
design. They provide a good overview and definition of the process
as they model proper design principles in their use of checklists,
illustrations, pacing, and examples. The text is well-organized
and clearly illustrates concepts through both text and graphical
formats. Appendices contain sample instructional design documentation
and a sample instructional unit. A CD with a trial copy of MS
Project is included so the reader can practice the concepts presented.
A
major strength of this text
is its outline of key design elements as a circular process rather
than a linear progression thus highlighting the interdependence
of the design phases. This allows a novice designer to begin wherever
indicated by the project and move back and forth between phases.
Other strengths include the "Expert's Edge", real-life contributions
by practicing instructional designers; end of chapter questions
that indicate important elements or help direct thinking to decisions
that need to be made; the summary and application section of each
chapter that assists novices in the application of chapter content.
The
sections on evaluation are especially good. Detailed examples
of formative, summative and confirmative evaluation are provided
along with sound rationale for including evaluation in instructional
design. An entire chapter is devoted to using evaluation to enhance
programs; this will be especially useful to advisors whose primary
responsibilities do not include formal course construction.
The
principles illustrated in this text can be adapted by advisors
and faculty interested in creating instructional modules for targeted
populations or in program enhancement. This step-by-step guide
easily can be used by advising staff and faculty to design high
quality instructional materials and courses. The comprehensive
chapters on evaluation could be used for instructional materials,
courses, workshops, or exams. The chapter on planning and project
management is a good primer on the subject and can be adapted
to projects unrelated to instruction.
I recommend
this book to anyone involved in creating instructional materials
or evaluating a program, instructional product, or workshop. As
someone experienced in instructional design and evaluation, I
find this book one of the best I have encountered.
