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“Distance learning,” 155, 239
“Do no harm” goal, 6 Hierarchies, 82. See also Skill
hierarchies
Efficiency, assessing, 257–258 High-interest material, beginning
Enthusiasm, modeling, 233 with, 199–200
Equipment and Materials list, 172 History, interest in, 207
Evaluation Human characteristics, goal analysis
course improvement and, 252 for, 45
instructions for, 182–183
as a module component, 145 Imitation, learning by, 233. See also
Existing material, using, 165 Modeling
Expectations, abstract, 41–42 Implementation instructions, 172,
External feedback, 128–129, 174–176
131, 132 importance of, 175–176
Improvement opportunities, guide-
Fast fixes,” exploring, 33 lines for, 266–269
Feedback Individuals, tryouts with, 189–191
adequacy, 131, 134 Information, sources of, 189
constructive, 265 Instruction
corrective, 132, 135 changes in, 1–2
diagnostic, 131, 135, 138 delivering, 153–159
external, 131, 132 designing, 16
immediate, 215 developing, 16, 20–23
in module drafting, 164 facilitating, 23
as a remedy, 34–35 formats for, 239–241
self-efficacy and, 236–237 goal of, 5–6
sources of, 128–129 implementing, 16, 22–24,
task-diagnostic, 214–215, 269 239–247
Flowcharting improving, 24, 269
for performance analysis, 68 as a last resort, 12
for task analysis, 69 in module drafting, 164
of tasks, 63–70 monitoring, 24
“Fuzzy” expectations, 42–43, 53 motivational, 186
“Fuzzy” objectives, 77–78 for need fulfillment, 141
outcomes of, 2
Goals professionalism in, 195
instructional, 5–6 reason for, 5
of module drafting, 164 traditional, 140–141
Goal analysis, 18, 41–54 unnecessary, 147
examples of, 47–52 up-to-date, 24
steps in, 45–46 value of, 270
“Good judgment” performances, Instructional content. See Content
50–51 Instructional costs, cutting, 155
Groups, goal analysis and, 53 Instructional delivery, 22–23. See also
