000			03136nam a22004335i 4500
001			978-0-387-09506-6
003			DE-He213
005			20250710083923.0
007			cr nn 008mamaa
008			100301s2010 xxu| s |||| 0|eng d
020			_a9780387095066 _a99780387095066
024	7		_a10.1007/978-0-387-09506-6 _2doi
082	0	4	_a371.33 _223
100	1		_aBranch, Robert Maribe. _eauthor.
245	1	0	_aInstructional Design: The ADDIE Approach _h[recurso electrónico] / _cby Robert Maribe Branch.
250			_a1st.
264		1	_aBoston, MA : _bSpringer US, _c2010.
300			_aX, 203p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aPrologue -- Analyze -- Design -- Develop -- Implement -- Evaluate -- Epilogue.
520			_aThe Analyze, Design, Develop, Implement, and Evaluate (ADDIE) process is used to introduce an approach to instruction design that has a proven record of success. Instructional Design: The ADDIE Approach is intended to serve as an overview of the ADDIE concept. The primary rationale for this book is to respond to the need for an instruction design primer that addresses the current proliferation of complex educational development models, particularly non-traditional approaches to learning, multimedia development and online learning environments. Many entry level instructional designers and students enrolled in related academic programs indicate they are better prepared to accomplish the challenging work of creating effective training and education materials after they have a thorough understanding of the ADDIE principles. However, a survey of instructional development applications indicate that the overwhelming majority of instructional design models are based on ADDIE, often do not present the ADDIE origins as part of their content, and are poorly applied by people unfamiliar with the ADDIE paradigm. The purpose of this book is to focus on fundamental ADDIE principles, written with a minimum of professional jargon. This is not an attempt to debate scholars or other educational professionals on the finer points of instructional design, however, the book's content is based on sound doctrine and supported by valid empirical research. The only bias toward the topic is that generic terms will be used as often as possible in order to make it easy for the reader to apply the concepts in the book to other specific situations.
650		0	_aEDUCATION.
650		0	_aECONOMICS.
650	1	4	_aEDUCATION.
650	2	4	_aEDUCATIONAL TECHNOLOGY.
650	2	4	_aLEARNING & INSTRUCTION.
650	2	4	_aBUSINESS/MANAGEMENT SCIENCE, GENERAL.
650	2	4	_aEDUCATION (GENERAL).
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9780387095059
856	4	0	_uhttp://dx.doi.org/10.1007/978-0-387-09506-6 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c55946 _d55946