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• Title Page
• Copyright
• Dedication
• Preface to the Fifth Edition
• Acknowledgments
• About the International Board of Standards for Training, Performance, and Instruction
• Advance Organizer
• The Advance Organizer
• Scoring and Interpreting the Advance Organizer
• About This Book
• Why Is This Topic Important?
• What Can You Achieve with This Book?
• How Is This Book Organized?
• How Is the Fifth Edition Different from the Fourth Edition?
• Part One: Overview
• Chapter One: An Overview of Instructional Design
• Instructional Design: An Emerging Profession
• Instructional Design: Focused on Establishing and Maintaining Efficient and Effective Human Performance
• 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 Performance Problems
• Criticisms of Traditional Instructional Approaches
• Part Two: Planning and Analyzing for Instructional Design
• Chapter Two: 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 Three: Collecting and Analyzing Data for Instructional Design Projects
• The Nature of Data
• The Data Collection Process
• Data Analysis
• Chapter Four: 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 Five: 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 Determine Content Coverage
• Determine Subordinate and Prerequisite Skills and Knowledge
• Analyze Content
• Chapter Six: Analyzing the Potential Use of Existing and Emerging Technologies
• E-Learning
• The Effectiveness of Today’s Instructional Technology
• Part Three: Designing and Developing for Instructional Design
• Chapter Seven: 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 Eight: 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 Outcomes
• 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 Ten: 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 Eleven: 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 Twelve: Developing Instructional Materials
• Developing Media Specifications
• Producing Instructional Materials in Various Delivery Formats
• Developing Materials Aligned with Content Analysis, Proposed Technologies, Delivery Methods, and Instructional Strategies
• Collaborating with Production Specialists
• Chapter Thirteen: 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 Instructional Strategies
• Part Four: Evaluating and Implementing Instructional Design
• Chapter Fourteen: 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 Fifteen: Revising Instructional and Noninstructional Solutions Based on Data
• Types of Revisions
• Gaining Stakeholder Support for Revisions
• Implementing Revisions to Delivery of Products/Programs
• Chapter Sixteen: 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 Five: Managing Instructional Design
• Chapter Seventeen: 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 Eighteen: 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 Nineteen: Planning and Managing Instructional Design Projects
• Unique Challenges Posed by Project Management
• Allocating Resources to Support the Project Plan
• Part Six: Predicting the Future of Instructional Design
• Chapter Twenty: 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
• End User License Agreement