1. Early Instructional Theory and ID
   1. Key Principles
      1. Cognitive and affective learner characteristics impact learning.
      2. Curriculum and instruction include interrelated elements.
      3. Instruction must address the optimal structure and sequence of a domain of knowledge or any problem in that domain.
      4. Objectives are the basis for instruction; they should align with instructional activities, assessment, and evaluation.
      5. Theories of instruction should be based on empirical evidence.
      6. Traditional group instruction should be modified to give individual students the time they require to learn.
   2. Philosophical Emphasis
      1. Knowledge exists outside the learner and instruction promotes the acquisition of predetermined goals
         1. logical positivism
         2. objectivism
      2. Laws, generalizations, and trends that will improve instructional practices can be established
         1. empiricism
   3. Basic Research Support
      1. Research on operant conditioning
      2. research on memory capacity
   4. Major Contributors
      1. Benjamin Bloom
      2. Jerome Bruner
      3. John B. Carroll
      4. Ralph Tyler
   5. Applications to ID
      1. Analysis of Learner Characteristics
      2. Design and Management of Instruction
      3. Identification of Instructional Objectives
      4. Sequencing of Objectives and Activities
      5. Selection of Instructional Strategies
   6. Research Support: Studies of:
      1. Academic Learning Time
         1. Carroll and his colleagues
      2. Cognitive Learning
         1. Bruner
      3. Learner Characteristics
         1. Bloom
      4. Mastery Learning
         1. Bloom & his calleagues
   7. Related Concepts
      1. Curriculum Design
      2. Discovery Learning
      3. Individualized Instruction
      4. Problem Solving
2. ID Domains & Elements Related to Early Instructional Theory
   1. Learners and Learning Processes
      1. Learner Characteristics
         1. Ability
         2. Aptitude
         3. Attitudes
         4. Background
         5. Beliefs & Values
         6. Expectancies
         7. Motivational Factors
            1. Predisposition
            2. Perseverance
            3. Desire to Learn
         8. Prerequisite Knowledge & Experience
      2. Learning is impacted by the amount of time required to learn and the amount of time a student is willing to spend
   2. Learning & Performance Contexts
      1. Classroom environments
   3. Content Structure & Sequence
      1. Content classified as:
         1. cognitive
         2. affective
         3. psychomotor
      2. Instruction consists of a sequence of statements and restatements of a body of knowledge or problem.
      3. Many learning outcomes are hierarchical, moving from simple to complex.
      4. Sequence instruction to support cumulative, long-term learning.
   4. Instructional & Noninstructional Strategies
      1. Allow learners to have control over pace.
      2. Give meaningful feedback.
      3. Provide opportunities for active participation and practice.
      4. Provide reinforcement.
      5. Provide remedial instruction and scaffolding to learners having difficulties.
      6. Represent content using:
         1. actions
         2. pictures
         3. symbols
      7. Use discovery and problem-based learning
   5. Media & Delivery Systems
      1. Individualized instruction in classrooms and technology-based environments
   6. Designers & Design Processes
      1. Identification of goals and objectives
      2. Learner analyses
      3. Task analysis