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ERIC Number: ED082660
Record Type: Non-Journal
Publication Date: 1973-Aug
Pages: 15
Abstractor: N/A
Reference Count: N/A
Instructional Innovation: For What? For Whom? And How Do We Know?
Treffinger, Donald J.
A variety of pressures from students, alumni, legislators, and administrators has led to increasing concern about the quality of college instruction. In education and psychology, innovation frequently involves either the development of more precise behavioral approaches or more humanistics approaches; yet innovation often occurs without systematic consideration of broad goals and purposes. Failure to analyze goals and purposes lead too easily to fragmentary conceptions of how instruction should be planned, implemented, and evaluated. The Learner Controlled Instruction (LCI) approach attempts to define broad goals and to use an adaptation of Glaser's Basic Teaching Model to provide a framework for instructional design and evaluation. The learner assumes considerable autonomy in deciding what and how to learn and in evaluation; he has responsibility, however, for clarifying his goals and intentions and communication with the instructor. The goals and purposes of LCI are examined in relation to the cognitivee and affective taxonomies, Torrance's definition of creativity, and Parnes' creative problemsolving model. A variety of criteria are described for evaluating instructional innovations in three categories: basic psychological aptitudes and traits; student report data; and internalization and application criteria. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A