Mastering the Instructional Design Process: A Systematic Approach (Google eBook)
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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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?
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
Job Performance Aids
Employee Selection Practices
Defining Human Performance Problems and Labeling Their Parts
Models for Performance Analysis
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?
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?
Selecting Learner Characteristics for Assessment
A Case Study Example
Developing a Profile of Learner Characteristics
Judging Learner Assessments
Justifying Learner Assessments
Applying Assessments of Relevant Characteristics of Learners CrossCulturally
What Is New in Assessing Learner Characteristics?
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?
Judging Work Analysis
Justifying Work Analysis
What Are They?
Acting Ethically in Job Task and Content Analysis
What Is New in Work Analysis?
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
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?
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?
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?
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?
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?
Using Effective Visual Communication
Using Effective Oral Communication
Using Effective Written Communication
What Is New in Communicating Effectively?
Stating the Purpose of an Interaction
Dealing with Friction
Keeping People on Track
Selecting Behaviors for Effective Interpersonal Interaction
Judging Interactions with Others
What Is New in Interacting with Others?
A Case Study
Making Others Aware of Instructional Design
Justifying Promotional Strategy and Tactics
What Is New in Promoting the Use of Instructional Design?
Developing Yourself Professionally
What Is New in Developing Yourself?
Being an Effective Instructional Designer
What Is KM?
Why Is KM Important?
How Can Instructional Design Contribute to KM in Organizations?
What Is Learning Theory?
360-degree feedback achieve activities analyzing answer apply approach to instructional appropriate attitudes behaviors chapter checklist clarify client cognitive strategy cognitivism competency modeling conducted content analysis culture decision makers delivery describe e-learning effective employees environment essential establish example feedback flowchart focus focused formative evaluation Foxon goals human performance problems Human Performance Technology Human Resource Development identify important individual Instructional Design Competencies instructional design process instructional design projects instructional experience instructional management system instructional systems design instructor interaction interviews job analysis job incumbents Kazanas knowledge learner characteristics methods needs assessment plan organization organizationís organizational participants performance analysis performance appraisal Performance Improvement performance measurements planned learning experience pre-tests prepared procedures professional questions requirements Richey Rothwell sampling selection sequencing performance objectives skills solutions solve specific steps supervisors targeted learners task analysis Technology tests Training and Development visual workers worksheet