Efnisyfirlit

• Title Page
• Copyright
• Tool List
• Preface for the Third Edition
• Introduction
• PURPOSE
• AUDIENCES
• SPECIAL ELEMENTS
• ORGANIZATION OF THE BOOK
• Chapter 1: What Is This Instructional Design Stuff Anyway?
• WHY INSTRUCTIONAL DESIGN?
• WHAT IS INSTRUCTIONAL DESIGN?
• A FEW DEFINITIONS
• ADVANTAGES OF INSTRUCTIONAL DESIGN
• DISADVANTAGES OF INSTRUCTIONAL DESIGN
• Chapter 2: Before You Do Anything: Pre-Instructional Design Activities
• ORGANIZATIONAL NEEDS
• PERFORMANCE ASSESSMENT
• ASSESSING TRAINING NEEDS
• CHOOSING NEEDS TO ADDRESS
• THE NEEDS ASSESSMENT REPORT
• QUICK AND DIRTY COST/BENEFIT ANALYSIS
• TRAINING NEEDS ANALYSIS
• Chapter 3: Do You Know What You Need to Do? Analysis
• DATA-COLLECTION METHODS
• WHY ANALYZE?
• TYPES OF ANALYSIS
• COMPUTER-AIDED ANALYSIS
• Chapter 4: How to Do It: Design
• MAKE THE RIGHT DECISION NOW
• DELIVERY DECISION
• OBJECTIVES
• DESIGN DOCUMENTS
• COURSE DESCRIPTIONS
• GATHERING CONTENT
• ADDING STRUCTURE: THE INSTRUCTIONAL PLAN
• TRAINEE EVALUATION (TEST QUESTIONS AND TESTS)
• HINTS FOR DESIGNING IN VARIOUS FORMATS
• Chapter 5: Doing It Right: Development
• END PRODUCTS OF DEVELOPMENT
• THE FACILITATOR GUIDE AS AN END PRODUCT
• SCRIPTS AND STORYBOARDS
• PARTICIPANT PACKAGES AND OTHER PRINT MATERIALS
• OTHER MEDIA
• HINTS FOR DEVELOPING MATERIAL
• Chapter 6: Getting It Where It Does the Most Good: Implementation
• BETA TESTS AND PILOTS
• REVIEWS REVISITED
• COMMON IMPLEMENTATION ISSUES
• OTHER INSTRUCTOR-LED CLASSROOM IMPLEMENTATION NEEDS
• HINTS FOR IMPLEMENTATION
• FIELD TRIPS
• Chapter 7: Did It Do Any Good? Evaluation
• WHY EVALUATION?
• THE KEY TO GOOD EVALUATION
• TYPES OF EVALUATION
• EVALUATION OF SELF-INSTRUCTION PROGRAMS
• REVISIONS: WHAT TO DO WITH WHAT YOU’VE LEARNED
• HINTS FOR EVALUATING
• Chapter 8: Doing It Faster: More Rapid Design Shortcuts
• SOFTWARE FOR INSTRUCTIONAL DESIGN
• ANALYSIS SOFTWARE
• TEST DEVELOPMENT SOFTWARE
• MISCELLANEOUS SOFTWARE
• RAPID PROTOTYPING
• LEARNING OBJECTS/GRANULAR TRAINING
• PUBLIC COURSES
• OFF-THE-SHELF PROGRAMS
• TECHNOLOGY VENDORS
• PERFORMANCE SUPPORT–BASED “TRAINING”
• PROBLEM-BASED LEARNING (PBL)
• TRAINING MANAGEMENT SYSTEMS/LEARNING MANAGEMENT SYSTEMS (LMS)/LEARNING CONTENT MANAGEMENT SYSTEMS (LCMS)
• DIGITAL CAMERAS
• WHAT DOES AN ID DO?
• MISCELLANEOUS
• Chapter 9: Asynchronous e-Learning Design
• DEFINITIONS
• CREATING AND IMPLEMENTING AN E-LEARNING SYSTEM
• DETERMINING A COMPREHENSIVE E-LEARNING STRATEGY
• DESIGNING AND DEVELOPING GOOD PROGRAMS
• LEARNING MANAGEMENT SYSTEMS AND LEARNING CONTENT MANAGEMENT SYSTEMS
• PREPARING THE ORGANIZATION GLOBALLY FOR E-LEARNING
• SELF-DIRECTION AND E-LEARNING
• PLANNING FOR A SMOOTH, SUCCESSFUL IMPLEMENTATION
• CREATING AN EFFECTIVE MONITORING AND EVALUATION PLAN
• ASYNCHRONOUS E-LEARNING DESIGN AND DEVELOPMENT
• ANALYSIS
• MATERIAL DEVELOPMENT
• LEARNER EVALUATION
• LEARNER INTERFACES
• BETA TESTS AND PILOTS
• SOFTWARE
• REPURPOSING
• EVALUATING ASYNCHRONOUS E-LEARNING PROGRAMS
• SUMMARY
• Chapter 10: Synchronous e-Learning Design
• ADVANTAGES
• DISADVANTAGES AND MISCONCEPTIONS
• DESIGN CONSIDERATIONS FOR SYNCHRONOUS e-LEARNING
• MINI-INTERACTIONS
• REPURPOSING AND REDESIGNING SYNCHRONOUS E-LEARNING PROGRAMS
• OTHER SYNCHRONOUS ACTIVITIES
• MORE DETAILED FACILITATOR GUIDES
• LEARNER GUIDE
• GENERAL TECHNOLOGY CONSIDERATIONS
• MEDIA
• DESIGNING CONTINUING INTERACTIONS
• AUDIENCE ANALYSIS
• IMPLEMENTATION
• ONLINE LEARNING: A SPECIAL TYPE OF E-LEARNING
• WHAT THE LEARNERS SAY
• Chapter 11: New Design Applications
• FLIPPED CLASSROOMS
• MOBILE LEARNING
• VIRTUAL LEARNING ENVIRONMENTS
• SOCIAL NETWORK–BASED LEARNING
• Massive Open Online Courses (MOOCs)
• COMMUNITIES OF PRACTICE
• INFORMAL LEARNING
• THE CLOUD
• Glossary
• Suggested Readings
• Other Resources
• About the Author
• Index
• End User License Agreement