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Introduction to Systematic Instructional Design for Traditional, Online, and Blended Environments, 1st edition

Published by Pearson (February 24, 2014) © 2015

  • M D. Roblyer University of Tennessee, Retired

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Invigorate learning with the Enhanced Pearson eTextThe Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:

  • Listen to Learn audio overviews of chapter content in the Pearson eText illustrate why the design step is important to include by describing how it improves the instructional product. (See pages 25, 71, 136, and 160 for examples.)
  • Check Your Understanding of chapter content. Exercises matched to chapter learning outcomes help readers apply the concepts and ensure that they master the learning outcomes. Exercises and suggested feedback are provided in the Pearson eText. (See pages 4, 35, 64, and 168 for examples.) 
  • End of Chapter Assessments. Embedded assessments with feedback help students review new terms and concepts and encourage reflection and discussion on the issues of the chapter. These are presented within the Pearson eText as interactive quizzes. (See pages 25, 111, and 311 for examples.)

Students can experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book! Instructors, visit pearsonhighered.com/etextbooks to register for your digital examination copy.

Additional text features include:

  • Chapter opening scenarios featuring dialogue between designers and others on the issues and challenges of the design steps and topics of the chapter put readers in touch with the rationale for why chapter concepts are important to learn.
  • Example design projects showing what student-designers might produce at each step in their design are presented in the Pearson eText and the Instrutor's Manual.
  • Design tips for creating and/or using resources such as podcasts/vodcasts, social media, and apps
  • Steps and criteria for producing effective hypermedia, audio/video, and web-based materials
  • Recommendations for designing learning environments ranging from traditional, in-person classrooms to completely online or virtual courses
  • Design principles and criteria for online and blended strategies ranging from the flipped-classroom model to MOOCs (Massive Open Online Courses)
  • End-of-chapter summaries help students review the main ideas in each chapter.
  • Clickable keywords appear throughout the Pearson eText , providing definitions on demand.
  • Student project assessment aids give instructors and students a checklist of expectations for that part of the student’s design project.

PREFACE

PART I: ANALYSIS

Chapter 1        Rationale for Using a Systematic Instructional Design Approach

Chapter 2        Analyzing Needs and Identifying Instructional Goals

Chapter 3        Analyzing Instructional Goals for Learning Conditions and Sequence

Chapter 4        Preparing Instructional Design Objectives and Assessment Strategies

PART II: DESIGN, DEVELOPMENT, AND IMPLEMENTATION

Chapter 5        Developing Assessment Materials

Chapter 6        Developing and Documenting Effective Instructional Strategies

Chapter 7        Choosing and Developing Instructional Materials

Chapter 8        Organizing Traditional, Online, and Blended Learning Environments

PART III: EVALUATION

Chapter 9        Evaluating and Revising Instruction

Chapter 10      Post-Design Activities and Final Notes

A graduate of Florida State University’s instructional systems program, M. D. Roblyer has been a professor of instructional technology and educational leadership in higher education institutions for over 30 years. She has authored or coauthored hundreds of books, monographs, articles, columns, and papers on educational technology research and practice and has taught instructional design in both online and traditional formats at both undergraduate and graduate levels. Her textbook Integrating Educational Technology into Teaching (with Aaron Doering, Pearson Education, 2013) is internationally adopted for undergraduate and graduate instructional technology courses and has been translated into several languages. She is currently Adjunct Professor of Instructional Technology and Distance Education (ITDE) at Nova Southeastern University.

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