Trends and Issues in Instructional Design and Technology, 3rd Edition
©2012 |Pearson | Out of print
Robert A. Reiser, Florida State University
John V. Dempsey, University of South Alabama
©2012 |Pearson | Out of print
Professionals in the field need to be able to do more than just perform the skills associated with IDT. They need to be able to clearly describe the nature of the field, be familiar with the field's history and its current status, and be able to describe recent trends and issues that are having, or are likely to have, an impact on the field. The purpose of this book is to help readers attain these goals.
The third edition was selected as the winner of the 2014 Outstanding Human Performance Communication Award from the International Society for Performance Improvement. Previous editions of this book have received the received outstanding book awards from the Association for Educational Communications and Technology (AECT) and the AECT Division of Design and Development.
Sample chapter is available for download in PDF format.
This material is protected under all copyright laws, as they currently exist. No portion of this material may be reproduced, in any form or by any means, without permission in writing from the publisher.
Contributions by leading names in the field including Richard Clark, Walter Dick, David Jonassen, David Merrill, Charles Reigeluth, and many others.
Useful strategies for helping students obtain an IDT position and how to succeed at it. (Section 7)
Coverage of the key performance improvement principles. Case studies in each chapter provide students with the opportunity to practice employing some of the key performance improvement techniques. (Section 4)
Section I: Defining the Field
Chapter 1: What Field Did You Say You Were In? Defining and Naming Our Field
Chapter 2: Characteristics of Instructional Design Models
Chapter 3: A History of Instructional Design and Technology
Section II: Theories and Models of Learning and Instruction
Chapter 4: Psychological Foundations of Instructional Design
Chapter 5: Constructivism in Practical and Historical Context
Chapter 6: The Learning Sciences: Where They Came From and What It Means For Instructional Designers
Chapter 7: Designing for Problem-Solving
Chapter 8: Instructional Theory and Technology for a Post-Industrial World
Chapter 9: Motivation, Volition, and Performance
Section III: Evaluating and Managing Instructional Programs and Projects
Chapter 10: Evaluation in Instructional Design: A Comparison of Evaluation Models
Chapter 11: An Introduction to Return on Investment
Chapter 12: Managing On-Site and Virtual Design Teams
Chapter 13: Managing Scarce Resources in Training Organizations
Section IV: Performance Improvement
Chapter 14: The Development and Evolution of Human Performance Improvement
Chapter 15: Performance Support
Chapter 16: Knowledge Management And Learning: Perfect Together
Chapter 17: Informal Learning
Section V: Trends and Issues in Various Settings
Chapter 18: Instructional Design in Business and Industry
Chapter 19: Instructional Design Opportunities in Military Education and Training Environments
Chapter 20: Performance, Instruction, and Technology in Health Care Education
Chapter 21: IDT in P-12
Chapter 22: What Do Instructional Designers Do in Higher Education? A Written Symposium
Section VI: Global Trends and Issues in IDT
Chapter 23: Developing Learning to Meet Complex Challenges for an Undivided World
Chapter 24: IDT in Asia
Chapter 25: IDT in Europe
Chapter 26: Getting an Instructional Design Position: Lessons From a Personal History
Chapter 27: Getting a Job in Business and Industry
Chapter 28: Professional Organizations and Publications in Instructional Design and Technology
Section VIII: New Directions in Instructional Design and Technology
Chapter 29: E-Learning and Instructional Design
Chapter 30: Reusability and Reusable Design
Chapter 31: Web 2.0 and Social Networking
Chapter 32: Using Rich Media Wisely
Chapter 33: Games…and…Learning
Chapter 34: Designing in Virtual Worlds
Section IX: Current Issues in Instructional Design and Technology
Chapter 35: Professional Ethics: Rules Applied to Practice
Chapter 36: Diversity and Accessibility
Chapter 37: The Changing Nature of Design
Chapter 38: Debate: The Benefits of Different Levels of Instructional Guidance
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