The following represents a summary of the Instructional Classes (x.), Strategies (x.x), and Tactics (x.x.x) that are present in the Instructional Design in Distance Education (IDDE) tool at http://ide.ed.psu.edu/idde/ and most were listed in and described by Jonassen et al. (1990).

• 1. Contextualize Instruction

  • 1.1 Gain attention

    • 1.1.1 Arouse learner

    • 1.1.2 Pose question to learner

    • 1.1.3 Learner poses question

  • 1.2 Relate instructional goals to learner

    • 1.2.1 Explain purpose of content

    • 1.2.2 Present goals for learner to select

    • 1.2.3 Ask learner to select own goals

  • 1.3 State the outcomes of the instruction

    • 1.3.1 Describe required performance

    • 1.3.2 Describe assessment criteria

    • 1.3.3 Learners establish criteria

  • 1.4 Present overviews and organizers

    • 1.4.1 Verbal overview

    • 1.4.2 Oral overview

    • 1.4.3 Graphic organizer/overview

    • 1.4.4 Combinations overview

    • 1.4.5 Relate content to learner

  • 1.5 Adapt content of instruction

    • 1.5.1 Adapt to learner preferences

    • 1.5.2 Adapt to prior knowledge

  • 1.6 Provide Related Cases

    • 1.6.1 Cases with similar themes

    • 1.6.2 Cases with similar Perspectives

• 2. Present lesson content

  • 2.1 Present vocabulary

    • 2.1.1 Present terms plus definitions

    • 2.1.2 Student looks up terms

    • 2.1.3 Present attributes

    • 2.1.4 Paraphrase, synonyms

  • 2.2 Provide examples

    • 2.2.1 Prototypical examples

    • 2.2.2 Example/non-examples

    • 2.2.3 Vary number of examples

    • 2.2.4 Model appropriate behavior

  • 2.3 Use cueing programs

    • 2.3.1 Providing graphic cues

    • 2.3.2 Provide oral cues

    • 2.3.3 Provide auditory cues

  • 2.4 Advise learner

    • 2.4.1 Instructional support needed

    • 2.4.2 Learning strategies

• 3. Activate learner processing

  • 3.1 Elicit learner activities

    • 3.1.1 Review prerequisite skills/knowledge

    • 3.1.2 Learner selects resources

    • 3.1.3 Learner monitors comprehension

    • 3.1.4 Learner relates questions to objective

    • 3.1.5 Learner evaluates information

  • 3.2 Elicit recall strategies

    • 3.2.1 Underline relevant material

    • 3.2.4 Create summaries: hierarchical titles

    • 3.2.5 Create summaries: prose

    • 3.2.6 Create summaries: mind maps

  • 3.3 Facilitate learner elaborations

    • 3.1.1 Imaging (create images)

    • 3.1.2 Inferring from information

    • 3.1.3 Generating analogies

  • 3.4 Help learners integrate new knowledge

    • 3.4.1 Paraphrase content

    • 3.4.2 Use metaphors

    • 3.4.3 Generating examples

    • 3.4.4 Note-taking

    • 3.4.5 Create concept map or outline

    • 3.4.6 Categorize elements

• 4. Assessing learning

  • 4.1 Provide feedback after practice

    • 4.1.1 Confirmatory

    • 4.1.2 Corrective and remedial

    • 4.1.3 Informative feedback

    • 4.1.4 Analytical feedback

  • 4.2 Provide practice

    • 4.2.1 Apply in real world/simulation

    • 4.2.2 Change context or circumstances

  • 4.3 Testing learning

    • 4.3.1 Pretest for prerequisites

    • 4.3.2 Pretest for endpoint knowledge or skills

    • 4.3.3 Embed questions throughout instruction

    • 4.3.4 Objective referenced performance

    • 4.3.5 Normative referenced performance

• 5. Sequencing instructional events

  • 5.1 Sequence instruction: logical order

    • 5.1.1 Deductive sequence (RULEG)

    • 5.1.2 Inductive sequence (EGRULE)

    • 5.1.3 Inductive sequence + practice (EGRULEG)

  • 5.2 Sequence instruction: prerequisite order

    • 5.2.1 Hierarchical, prerequisite sequence

    • 5.2.2 Easy-to-difficult

    • 5.2.3 Concrete-to-abstract

  • 5.3 Sequence instruction: by content organization

    • 5.3.1 General-to-detailed

    • 5.3.2 Procedural elaboration

    • 5.3.3 Conceptual elaboration

    • 5.3.4 Theoretical elaboration