Designing effective instruction
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| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hoboken, NJ
Wiley
2011
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| Ausgabe: | 6. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
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| 245 | 1 | 0 | |a Designing effective instruction |c Gary R. Morrison ... |
| 250 | |a 6. ed. | ||
| 264 | 1 | |a Hoboken, NJ |b Wiley |c 2011 | |
| 300 | |a XXVI, 491 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
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| 650 | 4 | |a Instructional systems |x Designs | |
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Datensatz im Suchindex
| _version_ | 1804140829503127552 |
|---|---|
| adam_text | ~T~S _ PREFACE VII ABOUT THE AUTHORS XI CHAPTER ONE INTRODUCTION TO THE
INSTRUCTIONAL DESIGN PROCESS XXVI GETTING STARTED XXVI QUESTIONS TO
CONSIDER 1 WHY INSTRUCTIONAL DESIGN? 2 WHY DO INSTRUCTIONAL DESIGN? 3
WHAT ARE THE BENEFITS OF INSTRUCTIONAL DESIGN? 3 APPLYING THE PROCESS TO
BOTH ACADEMIC EDUCATION AND TRAINING PROGRAMS 4 WHAT IS INSTRUCTIONAL
DESIGN? 6 EDUCATION VERSUS TRAINING 7 INSTRUCTIONAL DESIGN AND HUMAN
PERFORMANCE TECHNOLOGY 8 CONTEXTS FOR INSTRUCTIONAL DESIGN 8 PREMISES
UNDERLYING THE INSTRUCTIONAL DESIGN PROCESS 10 OVERVIEW OF OUR DESIGN
MODEL 14 INSTRUCTIONAL PROBLEMS 15 LEARNER AND CONTEXT 15 TASK ANALYSIS
15 INSTRUCTIONALOBJECTIVES 16 CONTENT SEQUENCING 16 INSTRUCTIONAL
STRATEGIES 16 DESIGNING THE MESSAGE 16 DEVELOPMENT OF THE INSTRUCTION 16
EVALUATION INSTRUMENTS 17 ONGOING PROCESSES 17 WHO S WHO IN THE
INSTRUCTIONAL DESIGN PROCESS 18 INSTRUCTIONAL DESIGNER 18 SUBJECT-MATTER
EXPERT (SME) 18 EVALUATOR 18 ANSWERING THE CRITICS 21 QUESTIONS ...
QUESTIONS ... QUESTIONS 23 SUMMARY 24 THE ID PROCESS 24 APPLICATION 25
ANSWERS 25 REFERENCES 25 XLLL CONTENTS CHAPTER TWO IDENTITYING THE NEED
TOR INSTRUCTION GETTING STARTED 28 QUESTIONS TO CONSIDER 29 IS
INSTRUCTION THE ANSWER? 30 NEEDS ASSESSMENT 32 TYPES OFNEEDS AND DATA
SOURCES 33 CONDUCTING A NEEDS ASSESSMENT 37 EXAMPLE NEEDS ASSESSMENT
PLAN 40 GOAL ANALYSIS 41 SIX STEPS OF GOAL ANALYSIS 42 COMPARING GOAL
ANALYSIS AND NEEDS ASSESSMENT 44 PERFORMANCE ASSESSMENT 45 SUMMARY 46
THE ID PROCESS 47 APPLICATIONS 48 ANSWERS 49 QUALITY MANAGEMENT 50
INSTRUCTIONAL DESIGN: DECISIONS AND CHOICES 50 REFERENCES 51 CHAPTER
THREE LEARNER AND CONTEXTUAL ANALYSIS GETTING STARTED 54 QUESTIONS TO
CONSIDER 55 TYPES OF LEARNER CHARACTERISTICS 57 GENERAL CHARACTERISTICS
57 SPECIFIC ENTRY CHARACTERISTICS 58 LEARNING STYLES 58 ACADEMIC
INFORMATION 59 PERSONAL AND SOCIAL CHARACTERISTICS 60 CULTURALLY DIVERSE
LEARNERS 61 LEARNERS WITH DISABILITIES 62 ADULT LEARNERS 63 CONTEXTUAL
ANALYSIS 65 TYPES OF CONTEXT 65 CONDUCTING A CONTEXTUAL ANALYSIS 68
SUMMARY 69 THE ID PROCESS 70 28 54 APPLICATION 70 ANSWERS 71 QUALITY
MANAGEMENT 71 1NSTRUCTIONAL DESIGN: DECISIONS AND CHOICES 71 REFERENCES
73 CHAPTER FOUR TASK ANALYSIS GETTING STARTED 76 QUESTIONS TO CONSIDER
77 TASK ANALYSIS 78 PREPARING TO CONDUCT A TASK ANALYSIS 79 TOPIC
ANALYSIS 79 CONTENT STRUCTURES 80 ANALYZING A TOPIC 82 PROCEDURAL
ANALYSIS 84 GOING BEYOND PROCEDURAL ANALYSIS 88 THE CRITICAL 1NCIDENT
METHOD 91 CONDUCTING A TASK ANALYSIS 94 SEIVING AS YOUR OWN SME 95
TECHNIQUES FOR GATHERING DATA 95 RECORDING METHODS 96 SUMMARY 97 THE 1D
PROCESS 97 APPLICATION 98 ANSWER 98 QUALITY MANAGEMENT 101 1NSTRUCTIONAL
DESIGN: DECISIONS AND CHOICES 101 REFERENCES 104 CHAPTER FIVE
INSTRUCTIONAL OBJECTIVES GETTING STARTED 106 QUESTIONS TO CONSIDER 107
FUNCTION OF OBJECTIVES 108 THREE OBJECTIVE DOMAINS 108 COGNITIVE DOMAIN
109 PSYCHOMOTOR DOMAIN 110 CONTENTS 76 106 CONTENTS AFFECTIVE DOMAIN 111
INTERRELATION OF DOMAINS 111 DEVELOPING INSTRUCTIONAL OBJECTIVES 112 THE
BASIS FOR OBJECTIVES 113 APPROACHES TO OBJECTIVES 113 WRITING OBJECTIVES
IN THE COGNITIVE DOMAIN 113 BEHAVIORAL OBJECTIVES 114 OPTIONAL PARTS 114
COGNITIVE OBJECTIVES 117 WRITING OBJECTIVES FOR THE PSYCHOMOTOR DOMAIN
121 WRITING OBJECTIVES FOR THE AFFECTIVE DOMAIN 122 CLASSIFYING
OBJECTIVES 124 MAGER AND BEACH S MODEL 124 EXPANDED PERFORMANCE-CONTENT
MATRIX MODEL 125 DIFFICULTIES IN WRITING OBJECTIVES 127 PROS AND CONS
OFWRITING OBJECTIVES 127 SUMMARY 128 THE ID PROCESS 129 APPLICATION 129
ANSWERS 130 QUALITY MANAGEMENT 130 INSTRUCTIONAL DESIGN: DECISIONS AND
CHOICES 131 REFERENCES 133 CHAPTER SIX DESIGNING THE INSTRUCTION:
SEQUENCING 134 GETTING STARTED 134 QUESTIONS TO CONSIDER 135 THE POSNER
AND STRIKE SEQUENCING SCHEMES 136 LEARNING-RELATED SEQUENCING 137
WORLD-RELATED SEQUENCING 138 CONCEPT-RELATED SEQUENCING 140 ELABORATION
THEORY SEQUENCING 143 CONTENT EXPERTISE SEQUENCING 143 TASK EXPERTISE
SEQUENCING 143 FROM OBJECTIVES TO SEQUENCING 143 SUMMARY 144 THE ID
PROCESS 144 APPLICATION 144 ANSWERS 145 QUALITY MANAGEMENT 145
INSTRUCTIUENAL DESIGN: DECISIUENS AND CHUEICES 145 REFERENCES 147 CHAPTER
SEVEN DESIGNING THE INSTRUCTION: STRATEGIES GETTING STARTED 148
QUESTIUENS TUE CUENSIDER 149 WHY INSTRUCTIUENAL STRATEGIES? 150 DESIGNING AN
INSTRUCTIUENAL STRATEGY 150 FUEUNDATIUENS FUER THE PRESCRIPTIUENS 151
GENERATIVE STRATEGIES 152 PRESCRIPTIUENS FUER INSTRUCTIUENAL STRATEGIES 152
PRESCRIPTIUENS FUER TEACHING FACTS 155 PRESCRIPTIUENS FUER TEACHING CUENCEPTS
157 PRESCRIPTIUENS FUER TEACHING PRINCIPLES AND RULES 159 PRESCRIPTIUENS
FUER TEACHING PRUECEDURES 160 PRESCRIPTIUENS FUER TEACHING INTERPERSUENAL
SKILLS 163 PRESCRIPTIUENS FUER TEACHING ATTITUDES 165 SUMMARY 165 THE ID
PROCESS 166 APPLICATIUENS 167 ANSWERS 167 QUALITY MANAGEMENT 168
INSTRUCTIUENAL DESIGN: DECISIUENS AND CHUEICES 168 REFERENCES 171 CHAPTER
EIGHT DESIGNING THE INSTRUCTIONAL MESSAGE GETTING STARTED 174 QUESTIUENS
TUE CUENSIDER 175 PREINSTRUCTIUENAL STRATEGIES 176 PRETESTS 177 OBJECTIVES
178 OVERVIEWS 179 ADVANCE ORGANIZERS 179 MESSAGE DESIGN FUER TEXT 180
SIGNALING THE TEXT S SCHEMA 181 EXPLICIT SIGNALS 182 CONTENTS 148 174
CONTENTS TYPOGRAPHICAL SIGNALS 182 PICTURES AND GRAPHICS IN INSTRUCTION
187 EFFECTIVENESS 187 THE FUNCTION OF PICTURES 188 USING PICTURES IN
INSTRUCTION 190 SUMMARY 194 THE ID PROCESS 194 APPLICATIONS 195 ANSWERS
195 QUALITY MANAGEMENT 196 INSTRUCTIONAL DESIGN: DECISIONS AND CHOICES
196 REFERENCES 198 CHAPTER NINE DEVELOPING INSTRUCTIONAL MATERIALS 202
GETTING STARTED 202 QUESTIONS TO CONSIDER 203 STARTING THE DEVELOPMENT
OF THE INSTRUCTION 204 STAYING FOCUSED 204 HEURISTICS FOR DEVELOPING
INSTRUCTION 206 MAKE IT CONCRETE 206 CONTROL THE STEP SIZE 207 USE
APPROPRIATE PACING 208 MAINTAIN CONSISTENCY 209 USE CUES 209 PUTTING PEN
TO PAPER OR FINGERS TO KEYBOARD 209 PREINSTRUCTIONAL STRATEGY 210
INITIAL PRESENTATION 210 GENERATIVE STRATEGY 210 TRANSITIONS 211
COGNITIVE LOAD 211 GROUP PRESENTATIONS 220 STRENGTHS 221 LIMITATIONS 221
APPLICATIONS 222 GUIDELINES FOR EFFECTIVE LECTURING 222 DISTANCE
EDUCATION 224 SELF-PACED LEAMING 226 STRENGTHS 227 LIMITATIONS 228
GUIDELINES FOR EFFECTIVE LEAMING 228 DESIGN CHECKLIST 229 CHANGING ROLES
230 SMALL-GROUP FORMATS 230 STRENGTHS 230 LIMITATIONS 231 FORMATS 231
SUMMARY 234 THE ID PROCESS 235 APPLICATION 235 ANSWER 236 QUALITY
MANAGEMENT 236 INSTRUCTIONAL DESIGN: DECISIONS AND CHOICES 236
REFERENCES 237 CHAPTER TEN DESIGN CONSIDERATIONS TOR TECHNOLOGY-BASED
INSTRUCTION GETTING STARTED 240 QUESTIONS TO CONSIDER 241 AFFORDANCES OF
TECHNOLOGY-BASED INSTRUCTION 242 INDIVIDUALIZED COMPUTER- AND WEB-BASED
INSTRUCTION 243 DRILL-AND-PRACTICE 243 TUTORIALS 244 SIMULATIONS 244
GAMES 245 HYPERMEDIA 245 DESIGN CONSIDERATIONS FOR INDIVIDUALIZED
COMPUTER AND WEB-BASED INSTRUCTION 246 INTERFACE DESIGN 246 LEARNER
CONTROL 247 FEEDBACK 249 REMEDIATION 251 DESIGNING INTERACTIONS 252
USING MULTIMEDIA 256 DESIGN CONSIDERATIONS FOR GROUP-BASED DISTANCE
INSTRUCTION 260 AN INDIVIDUALIZED APPROACH TO DISTANCE INSTRUCTION 260 A
GROUP APPROACH TO DISTANCE INSTRUCTION 261 AVOIDING THE SHOVELWARE TRAP
261 SUMMARY 263 THE ID PROCESS 263 APPLICATION 263 ANSWER 263 CONTENTS
240 CONTENTS QUALITY MANAGEMENT 264 INSTRUCTIONAL DESIGN: DECISIONS AND
CHOICES 264 REFERENCES 266 CHAPTER ELEVEN THE MANY [ACES OF EVALUATION
270 GETTING STARTED 270 QUESTIONS TO CONSIDER 271 PURPOSES OF EVALUATION
272 FORMATIVE EVALUATION 272 SUMMATIVE EVALUATION 275 CONFIRMATIVE
EVALUATION 276 RELATIONSHIP AMONG FORMATIVE, SUMMATIVE, AND CONFIRMATIVE
EVALUATIONS 277 THE ROLE OF INSTRUCTIONAL OBJECTIVES 277 MULTIPLE DATA
SOURCES EQUAL INCREASED INFORMATION 277 PROCESSES AND PRODUCTS 278 TIME
OFTESTING 278 WHEN TO EVALUATE 278 RELATIONSHIP BETWEEN EVALUATION AND
INSTRUCTIONAL OBJECTIVES 279 MATCHING MEASURES TO OBJECTIVES 279
SUGGESTED MEASURES FUER ALTERNATIVE OUTCOMES 280 VALIDITY AND RELIABILITY
OFTESTS 280 VALIDITY 280 RELIABILITY 284 RELATIONSHIP BETWEEN VALIDITY
AND RELIABILITY 285 STANDARDS OF ACHIEVEMENT 286 RELATIVE STANDARDS 286
ABSOLUTE STANDARDS 287 MEASUREMENT ISSUES 288 STANDARDS VERSUS
CONVENTIONAL MEASUREMENT 289 STUDENT SELF-EVALUATION 291 PRETESTING 291
TESTING FOR PREREQUISITES 291 TESTING FOR IMPROVEMENT IN PERFORMANCE 292
BENEFITS OF PRETESTING 293 WHETHER OR NOT TO PRETEST 294 SUMMARY 294 THE
ID PROCESS 295 APPLICATIONS 296 ANSWERS 297 CONTENTS INSTRUETIONAL
DESIGN: DEEISIONS AND CHOIEES 297 REFERENEES 299 CHAPTER TWELVE
DEVELOPING EVALUATION INSTRUMENTS 300 GETTING STARTED 300 QUESTIONS TO
CONSIDER 301 TESTING KNOWLEDGE 302 THE RELATIONSHIP BETWEEN EVALUATION
AND INSTRUETIONAL OBJEETIVES 302 OBJEETIVE TESTS 303
CONSTRUETED-RESPONSE TESTS 309 TESTING SKILLS AND BEHAVIOR 315
PRELIMINARY CONSIDERATIONS 318 TYPES OF SKILL/BEHAVIOR ASSESSMENTS 319
ATTITUDES 330 TWO USES OF ATTITUDE ASSESSMENT 330 OBSERVATION/ ANEEDOTAL
REEORDS 331 ASSESSMENT OF BEHAVIOR 332 QUESTIONNAIRE/SURVEY 332
INTERVIEW 334 SUMMARY 335 THE ID PROEESS 336 APPLIEATIONS 337 ANSWERS
337 INSTRUETIONAL DESIGN: DEEISIONS AND CHOIEES 338 REFERENEES 340
CHAPTER THIRTEEN USINQ EVALUATION TO ENHANCE PROQRAMS: CONDUCTING
FORMATIVE AND SUMMATIVE EVALUATIONS GETTING STARTED 342 QUESTIONS TO
CONSIDER 343 ABASIE MODEL FOR FORMATIVE EVALUATION 344 PURPOSES 344
AUDIENEE 345 ISSUES 345 RESOUREES 346 EVIDENEE 346 342 CONTENTS
DATA-GATHERING TECHNIQUES 346 ANALYSIS 347 RQLORTIU16 349 TYPES
OFFORMATIVE EVALUATION 350 CONNOISSEUR-BASED STUDIES 350
DECISION-ORIENTED STUDIES 352 OBJECTIVES-BASED STUDIES 352 PUBLIC
RELATIONS-INSPIRED STUDIES 352 CONSTRUCTIVIST-ORIENTED PROCESS 353
STAGES OFFORMATIVE EVALUATION 353 SUMMATIVE EVALUATION: DETERMINING
PROGRAM OUTCOMES 354 EVALUATION VERSUS RESEARCH 355 PRO GRAM
EFFECTIVENESS 356 SUMMATIVE EVALUATION METHODS 358 PROGRAM EFFICIENCY
359 LEARNER TIME REQUIRED 360 FACULTY AND STAFF REQUIRED 360 USE
OFFACILITIES 361 PROGRAM COSTS 361 DEVELOPMENTAL COSTS 362 OPERATIONAL
COSTS 363 INSTRUCTIONAL COST INDEX 364 CONFIRMATIVE EVALUATION:
DETERMINING OUTCOMES OVER TIME 366 APPROACHES TO CONFIRMATIVE EVALUATION
367 EDUCATIONAL PROGRAMS 368 TRAINING PROGRAMS 369 REPORTING RESULTS OF
SUMMATIVE AND CONFIRMATIVE EVALUATIONS 371 SUMMARY 371 THE ID PROCESS
373 APPLICATIONS 374 ANSWERS 374 INSTRUCTIONAL DESIGN: DECISIONS AND
CHOICES 374 REFERENCES 376 CHAPTER FOURTEEN LEARNING THEORY AND
INSTRUCTIONAL THEORY GETTING STARTED 378 QUESTIONS TO CONSIDER 379
INTRODUCTION 380 378 CONTENTS LEARNING THEORY 381 INSTRUETIONAL THEORY
382 INSTRUETIONAL DESIGN MODEL 382 APPLIEATIONS OF INSTRUETIONAL
THEORIES AND MODELS 383 TYPES OF LEARNING THEORY 384 COGNITIVE THEORY
388 SUMMARY 397 THE ID PROEESS 397 APPLIEATION 398 AN SWERS 399
INSTRUETIONAL DESIGN: DEEISIONS AND CHOIEES 399 REFERENEES 400 CHAPTER
FIFTEEN PLANNING TOR INSTRUCTIONAL IMPLEMENTATION 404 GETTING STARTED
404 QUESTIONS TO CONSIDER 405 PLANNED CHANGE 406 INNOVATION 406
COMMUNIEATION 408 TIME 408 SOEIAL SYSTEM 408 THE CLER MODEL 409
CONFIGURATION 409 LINKAGES 410 ENVIRONMENT 410 RESOUREES 411 PLANNING
THE IMPLEMENTATION WITH THE CLER MODEL 413 CONFIGURATION 414 LINKAGES
414 ENVIRONMENT 414 RESOMEES 414 ANALYSIS OF THE SITUATION 415
IMPLEMENTATION PLAN 415 DEVELOPMENTAL STAGES AND INFORMATION DEEISION
PROEESS MODELS 416 IMPLEMENTATION DEEISIONS 417 PROGRAM PROMOTION 417
INSTRUETIONAL DELIVERY 417 MATERIALS 418 CONTENTS INSTRUCTORS 419
SCHEDULING 420 INSTRUCTOR TRAINING 420 ROLE OF SUPERVISORS 420 SUMMARY
420 THE ID PROCESS 421 APPLICATIONS 421 ANSWERS 422 INSTRUCTIONAL
DESIGN: DECISIONS AND CHOICES 422 REFERENCES 423 CHAPTER SIXTEEN
INSTRUCTIONAL DESIGN PROJECT MANAGEMENT 424 GETTING STARTED 424
QUESTIONS TO CONSIDER 425 PROJECT MANAGEMENT 426 PROJECT PLANNING 426
MANAGEMENT ACTIVITIES 431 COMPLETING THE PROJECT 433 PROJECT AGREEMENT
AND PROPOSAL PREPARATION 433 INSTRUCTIONAL DESIGN SHORTCUTS 438
FLEXIBILITY OF THE INSTRUCTIONAL DESIGN PROCESS 439 INSTRUCTIONAL DESIGN
IN ORGANIZATIONS 439 PURPOSES AND ROLE 439 PLACEMENT WITHIN THE
ORGANIZATION 440 BUDGETARY SUPPORT 440 WORKING WITH THE SUBJECT-MATTER
EXPERT AND CONSULTANTS 441 THE SUBJECT-MATTER EXPERT IN DIFFERENT ROLES
442 WORKING WITH OTHER CONSULTANTS AND TEAM MEMBERS 443 LEGAL
CONSIDERATIONS IN ID PROJECT MANAGEMENT 444 CONTRACTS 444 STATE AND
FEDERAL MANDATES 444 COMMON LEGAL PROBLEMS IN TRAINING 445 SUMMARY 446
THE ID PROCESS 447 APPLICATIONS 447 ANSWERS 448 INSTRUCTIONAL DESIGN:
DECISIONS AND CHOICES 448 REFERENCES 449 CONTENTS APPENDIX A SAMPIE
INSTRUCTIONAL DESIGN DOCUMENTATION 451 APPENDIX BA SAMPIE INSTRUCTIONAL
UNIT 463 GLOSSARY 473 INDEX 477
|
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| callnumber-subject | LB - Theory and Practice of Education |
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| ctrlnum | (OCoLC)455832061 (DE-599)BVBBV035854302 |
| dewey-full | 371.3 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.3 |
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| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 6. ed. |
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| id | DE-604.BV035854302 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:06:12Z |
| institution | BVB |
| isbn | 9780470522820 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-018712280 |
| oclc_num | 455832061 |
| open_access_boolean | |
| owner | DE-355 DE-BY-UBR DE-29 DE-20 DE-703 |
| owner_facet | DE-355 DE-BY-UBR DE-29 DE-20 DE-703 |
| physical | XXVI, 491 S. graph. Darst. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Wiley |
| record_format | marc |
| spelling | Designing effective instruction Gary R. Morrison ... 6. ed. Hoboken, NJ Wiley 2011 XXVI, 491 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Bis 3. Aufl. u.d.T.: Kemp, Jerrold E.: Designing effective instruction Instructional systems Designs Curriculum planning Unterrichtsplanung (DE-588)4117301-6 gnd rswk-swf Curriculumplanung (DE-588)4148410-1 gnd rswk-swf Curriculumplanung (DE-588)4148410-1 s DE-604 Unterrichtsplanung (DE-588)4117301-6 s 1\p DE-604 Morrison, Gary R. Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018712280&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Designing effective instruction Instructional systems Designs Curriculum planning Unterrichtsplanung (DE-588)4117301-6 gnd Curriculumplanung (DE-588)4148410-1 gnd |
| subject_GND | (DE-588)4117301-6 (DE-588)4148410-1 |
| title | Designing effective instruction |
| title_auth | Designing effective instruction |
| title_exact_search | Designing effective instruction |
| title_full | Designing effective instruction Gary R. Morrison ... |
| title_fullStr | Designing effective instruction Gary R. Morrison ... |
| title_full_unstemmed | Designing effective instruction Gary R. Morrison ... |
| title_short | Designing effective instruction |
| title_sort | designing effective instruction |
| topic | Instructional systems Designs Curriculum planning Unterrichtsplanung (DE-588)4117301-6 gnd Curriculumplanung (DE-588)4148410-1 gnd |
| topic_facet | Instructional systems Designs Curriculum planning Unterrichtsplanung Curriculumplanung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018712280&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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