Efnisyfirlit

• Title Page
• Copyright
• Contents
• Preface to the Fifth Edition
• Acknowledgments
• About the International Board of Standards for Training, Performance, and Instruction
• Advance Organizer
• About This Book
• Part 1 Overview
  • Chapter 1 An Overview of Instructional Design
    • Instructional Design: An Emerging Profession
    • Instructional Design: Focused on Establishing and Maintaining Efficient and Effective Human Performa
    • Instructional Design: Guided by a Model of Human Performance
    • Instructional Design: Carried Out Systematically
    • Instructional Design: Based on Open Systems Theory
    • Instructional Design: Oriented to Finding and Applying the Most Cost-Effective Solutions to Human Pe
    • Criticisms of Traditional Instructional Approaches
• Part 2 Planning and Analyzing for Instructional Design
  • Chapter 2 Conducting a Needs Assessment
    • Defining Terms
    • Steps in Developing Needs Assessment
    • Developing a Needs Assessment Plan: A Case Study
    • Solving Problems in Conducting Needs Assessments
    • Identifying Instructional Problems
    • Ethical Issues in Needs Assessment
  • Chapter 3 Collecting and Analyzing Data for Instructional Design Projects
    • The Nature of Data
    • The Data Collection Process
    • Data Analysis
  • Chapter 4 Identifying the Target Population and Environmental Characteristics
    • Selecting Learner Characteristics for Assessments
    • Selecting Learner Characteristics: A Case Study Example
    • When Should Learner Characteristics Be Assessed?
  • Chapter 5 Using Analytical Techniques to Determine Instructional Content
    • Identify Content Aligned with Needs Assessment Findings
    • Elicit, Synthesize, and Validate Content from Subject Matter Experts
    • Analyze Instructional Products to Determine the Adequacy of Content, Instructions, and Learning to D
    • Determine Subordinate and Prerequisite Skills and Knowledge
    • Analyze Content
  • Chapter 6 Analyzing the Potential Use of Existing and Emerging Technologies
    • E-Learning
    • The Effectiveness of Today's Instructional Technology
• Part 3 Designing and Developing for Instructional Design
  • Chapter 7 Using an Instructional Design Process Appropriate for a Project
    • Selecting or Creating an Instructional Design Process Based on the Project
    • Modifying the Instructional Design Process as Project Parameters Change
    • Describing a Rationale for the Selected, Created, or Modified Instructional Design Process
  • Chapter 8 Organizing Instructional Programs and/or Products
    • Determine the Overall Scope of Instructional Programs
    • Specify and Sequence the Anticipated Learning and Performance Outcomes
  • Chapter 9 Designing Instructional Interventions
    • Identifying Instructional Strategies Aligned with Instructional Goals and Anticipated Learning Outco
    • Choosing an Appropriate Instructional Strategy
    • Choosing Media and Delivery Methods
    • Selecting Delivery Modes
    • Appreciating the Learner's Perspective: A Brief Overview of Cognitive Strategies
    • Using Appropriate Message, Visual, and Motivational Design Principles
    • Accommodating Social, Cultural, Political, and Other Individual Factors Influencing Learning
  • Chapter 10 Planning Noninstructional Interventions
    • Identifying Appropriate Noninstructional Interventions
    • Feedback Options
    • Job Performance Aids
    • Reward Systems
    • Employee Selection Practices
    • Organizational Redesign
    • Justifying Appropriate Noninstructional Interventions
    • Creating Design Specifications for Noninstructional Interventions
  • Chapter 11 Selecting or Modifying Existing Instructional Materials
    • Selecting, Developing, or Modifying Instructional Materials
    • Conducting Cost-Benefit Analyses to Decide Whether to Use or Modify Existing Materials
    • Validating Selection or Modification of Existing Instruction
  • Chapter 12 Developing Instructional Materials
    • Developing Media Specifications
    • Producing Instructional Materials in Various Delivery Formats
    • Developing Materials Aligned with Content Analysis, Proposed Technologies, Delivery Methods, and Ins
    • Collaborating with Production Specialists
  • Chapter 13 Designing Learning Assessments
    • Introduction
    • An Overview of Steps in Preparing Instruments
    • Constructing Reliable and Valid Methods of Assessing Learning and Performance
    • Ensuring the Assessment Is Aligned with Instructional Goals, Anticipated Learning Outcomes, and Inst
• Part 4 Evaluating and Implementing Instructional Design
  • Chapter 14 Evaluating Instructional and Noninstructional Interventions
    • Purpose and Definitions of Evaluation
    • Formative Evaluation
    • Developing a Formative Evaluation Plan
    • Four Major Approaches to Conducting Formative Evaluation
    • Summative Evaluations
    • Reporting Evaluation Results
    • Creating the Report
    • Disseminating the Report
  • Chapter 15 Revising Instructional and Noninstructional Solutions Based on Data
    • Types of Revisions
    • Gaining Stakeholder Support for Revisions
    • Implementing Revisions to Delivery of Products/Programs
  • Chapter 16 Implementing Instructional and Noninstructional Interventions
    • Creating a Vision for Change
    • Planning for the Implementation and Dissemination of the Intervention
    • Planning for Diffusion of the Intervention
    • Encouraging and Achieving Adoption and Buy-In
    • Compliance versus Gaining Commitment
    • Monitoring Implementation, Dissemination, and Diffusion to Identify Potential Adjustments
    • Taking Action on Deviations or Problems Surfaced through Monitoring
• Part 5 Managing Instructional Design
  • Chapter 17 Applying Business Skills to Managing the Instructional Design Function
    • Where Instructional Design Fits into the Larger Organization
    • Contributing to the Organizational Purpose and Strategy
    • Implementing Standards
    • Leveraging Internal and External Resources to Accomplish Project Goals and Objectives
    • Managing Instructional Design Talent
    • Marketing and Communicating about Instructional Design
    • Navigating Organizational Culture, Structure, Politics, and Processes
  • Chapter 18 Managing Partnerships and Collaborative Relationships
    • Identifying and Engaging Stakeholders
    • Building Relations between Instructional Designers and Individuals or Group Members
    • Managing Cross-Functional Teams
    • Securing Commitment
    • Conducting Project Reviews
  • Chapter 19 Planning and Managing Instructional Design Projects
    • Unique Challenges Posed by Project Management
    • Allocating Resources to Support the Project Plan
• Part 6 Predicting the Future of Instructional Design
  • Chapter 20 Predicting the Future of Learning and Instructional Design
    • Technological Advances to Improve Delivery and Design
    • The Impact of Neuroscience Research on Instructional Systems Design
    • A Final Word
• About the Authors
• References
• Index
• EULA

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