Mastering the Instructional Design Process: A Systematic Approach (Google eBook)

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John Wiley & Sons, Jan 6, 2011 - Business & Economics - 528 pages
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The fourth edition of Mastering the Instructional Design Process has been completely revised and updated and is based on the instructional design competencies of the International Board of Standards of Performance and Instruction (IBSTPI). The book identifies the core competencies of instructional system design and presents them in a way that helps to develop these competencies and apply them successfully in real-world settings. This comprehensive resource covers the full range of topics for understanding and mastering the instructional design process including: detecting and solving human performance problems; analyzing needs, learners, work settings, and work; establishing performance objectives and performance measurements; delivering the instruction effectively; and managing instructional design projects successfully.
  

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Contents

The Foundation of the Book
The Audience for the Book
Overview of the Contents
Important Issues Trends and Changes Influencing the Fourth Edition
The PreTest
Scoring and Interpreting the PreTest
An Emerging Profession
Focused on Establishing and Maintaining Efficient and Effective Human Performance
An Overview of Steps in Selecting or Designing Instructional Materials
Judging Instructional Materials
Acting Ethically in Designing Instructional Materials
What Is New in Selecting or Designing Instructional Materials?
Conclusion
Assumptions About Formative Evaluation
Defining Terms Associated with Formative Evaluation
A Case Study

Guided by a Model of Human Performance
Carried Out Systematically
Based on Open Systems Theory
Oriented to Finding and Applying the Most CostEffective Solutions to Human Performance Problems
Criticisms of Traditional Instructional Design Approaches
Conclusion
Feedback Options
Job Performance Aids
Reward Systems
Employee Selection Practices
Organizational Redesign
Conclusion
Defining Human Performance Problems and Labeling Their Parts
Models for Performance Analysis
An Example
Judging Performance Analysis
Justifying Performance Analysis
Acting Ethically in Applying Performance Analysis
Applying Performance Analysis CrossCulturally
What Is New in Determining Projects Appropriate for Instructional Design Solutions?
Conclusion
Defining Terms
Steps in Developing Needs Assessment Plans
A Case Study
Solving Problems in Conducting Needs Assessment
Identifying Instructional Problems
Judging Needs Assessment Plans
Justifying Needs Assessment
Acting Ethically in Conducting Needs Assessment
Assessing Needs CrossCulturally
Recent Developments in Needs Assessment
What Is New in Conducting a Needs Assessment?
Conclusion
Selecting Learner Characteristics for Assessment
A Case Study Example
Developing a Profile of Learner Characteristics
Cognitivism
Judging Learner Assessments
Justifying Learner Assessments
Applying Assessments of Relevant Characteristics of Learners CrossCulturally
What Is New in Assessing Learner Characteristics?
Conclusion
The Importance of Setting Analysis
Identifying Factors and Carrying Out Setting Analysis
Judging a Setting Analysis
Justifying a Setting Analysis
Acting Ethically in Analyzing the Characteristics of a Work Setting
Applying Analysis of Work Settings CrossCulturally
What Is New in Analyzing Relevant Work Setting Characteristics?
Conclusion
Job Analysis
Task Analysis
Content Analysis
SCORM
Judging Work Analysis
Justifying Work Analysis
What Are They?
Acting Ethically in Job Task and Content Analysis
What Is New in Work Analysis?
Conclusion
Distinguishing Performance Objectives from Goals and Activities
Deriving Performance Objectives from Goal Analysis and Task or Content Analysis
Stating Objectives in Performance Terms
Judging Performance Objectives
Acting Ethically in Writing Performance Objectives
Applying CrossCultural Awareness to Writing Performance Objectives
Conclusion
What Are Performance Measurements?
Why Are Performance Measurements Important?
Developing Performance Measurements
An Overview of Steps in Preparing Instruments
Judging Performance Measurements
Justifying Performance Measurements
Applying CrossCultural Awareness to Developing Performance Measurements
What Is New in Developing Performance Measurements?
Conclusion
Defining Key Terms
The Importance of Sequencing
Approaches to Sequencing
Making Decisions About Sequencing Performance Objectives
Justifying the Sequencing of Performance Objectives
Acting Ethically in Sequencing Performance Objectives
Applying CrossCultural Awareness to Sequencing Performance Objectives
What Is New in Sequencing Performance Objectives
Defining Instructional Strategy
Distinguishing Between Two Kinds of Instructional Strategy
Distinguishing Between Instructional Strategy and Instructional Tactics
Choosing Instructional Strategy and Tactics
A Brief Overview of Cognitive Strategies
Judging Instructional Strategy
Applying CrossCultural Awareness to Specifying Instructional Strategies
What Is New in Specifying Instructional Strategies?
Conclusion
Developing a Formative Evaluation Plan
Four Major Approaches to Conducting Formative Evaluation
Judging Formative Evaluations
Justifying Formative Evaluations
Acting Ethically in Evaluating Instruction
Applying CrossCultural Awareness to Evaluating Instruction
What Is New in Evaluating Instruction?
Conclusion
A Case Study
Ensuring That Learners Entering Instruction Are Diagnosed for Their Readiness
Ensuring That Learners Are Directed to an Appropriate Section with Minimum Time and Effort
Ensuring That Each Step Section or Experience Within the Instruction Is Provided with Transitions and References
Ensuring That Each Instructional Element Is Easily Identified
Ensuring That the Learners Exit from Instruction Is Diagnostic of Future Needs
Judging an Instructional Management System
What Is New in Designing the Instructional Management System?
Conclusion
The Background of Project Management and Planning
Key Features of Project Planning and Controlling
Judging a Project Plan
Justifying a Project Plan
What Is New in Planning and Monitoring Instructional Design Projects?
Conclusion
Using Effective Visual Communication
Using Effective Oral Communication
Using Effective Written Communication
What Is New in Communicating Effectively?
Conclusion
Establishing Rapport
Stating the Purpose of an Interaction
Asking Questions
Providing Explanations
Dealing with Friction
Keeping People on Track
Securing Commitment
Selecting Behaviors for Effective Interpersonal Interaction
Judging Interactions with Others
What Is New in Interacting with Others?
Conclusion
A Case Study
Making Others Aware of Instructional Design
Justifying Promotional Strategy and Tactics
What Is New in Promoting the Use of Instructional Design?
Conclusion
Developing Yourself Professionally
What Is New in Developing Yourself?
Conclusion
Being an Effective Instructional Designer
Conclusion
What Is KM?
Why Is KM Important?
How Can Instructional Design Contribute to KM in Organizations?
Conclusion
What Is Learning Theory?
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About the author (2011)

William J. Rothwell is professor of workplace learning and performance on the University Park campus of The Pennsylvania State University. He is the author, coauthor, editor or coeditor of more than 60 books in the learning and performance field, he is also a consultant and president of his own consulting company, Rothwell and Associates, Inc.

H. C. Kazanas is professor emeritus of education in the College of Education at the University of Illinois, Urbana-Champaign. He has contributed several book chapters and monographs and has authored or coauthored eleven books relating to technical training in manufacturing and human resource development.

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