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Interservice Procedures for Instructional Systems Development :
Executive Summary and Model (Continued...)
by Robert K. Branson, Gail T. Rayner and J. Lamarr Cox

BLOCK II.4: DETERMINE SEQUENCE AND STRUCTURE

Introduction

The specific purpose of this block is to identify those terminal learning objectives (TLOs), learning objectives (LOs), and learning steps (LSs) which are independent of each other, those which are dependent, and those which may have supportive relationships. When two learning objectives (the term "learning objectives" is used here to refer to TLOs, LOs, and LSs.) are independent, the learning of one has no effect on the learning of another. When two learning objectives are dependent, it is necessary to learn one prior to learning the other. In that case, the learning of the latter learning objective was dependent upon learning which occurred in the first learning objective. The third possibility exists when the learning of one learning objective supports or facilitates the learning of another, but the order in which they are learned is not important. That is, the learning in one will transfer to the other no matter which one is learned first.

Organizing the learning objectives into these three categories will assist the developers of instruction in two ways:

1. It will identify those learning objectives that must be presented before other learning objectives.

2. It will provide maximum flexibility where the relationships are supportive or independent.

Rationale

One of the more important discoveries in the last few years in the area of learning research has been the notion of a learning hierarchy.

continued...

Page 60 of 130