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by Stephen B. King, Marsha King, Bud Benscoter, William J. Rothwell
Mastering the Instructional Design Process
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
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Prev
Previous Chapter
Cover
Next
Next Chapter
Title Page
Table of Contents
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
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Guide
Cover
Table of Contents
Begin Reading
List of Illustrations
Preface to the Fifth Edition
Figure Exhibit P.1 AN INSTRUCTIONAL DESIGN MODEL
Chapter One: An Overview of Instructional Design
Figure 1.1 A Comprehensive Model of Human Performance in Organizations
Figure 1.2 A Situation-specific Model of Human Performance
Figure 1.3 The Basic Components of an organization as an Open System
Chapter Two: Conducting a Needs Assessment
Figure 2.1 A Model of Steps in the Instructional Design Process
Chapter Six: Analyzing the Potential Use of Existing and Emerging Technologies
Figure 6.1 Technology-based Learning Timeline
Chapter Seven: Using an Instructional Design Process Appropriate for a Project
Figure 7.1 Instructional Design Models: How Often do You Use the Following Models?
Chapter Eight: Organizing Instructional Programs and/or Products
Figure 8.1 Steps for Converting Results of Task or Content Analysis Into Performance Objectives
Figure 8.2 Levels of Objectives in the Cognitive Domain
Figure 8.3 Levels of Objectives in the Affective Domain
Figure 8.4 Levels of Objectives in the Psychomotor Domain
Figure 8.5 Rules for Sequence Performance Objectives: A Flowchart
Chapter 9: Designing Instructional Interventions
Figure 9.1 Algorithm for Selection of Instructional Mode
Chapter Sixteen: Implementing Instructional and Noninstructional Interventions
Figure 16.1 Vertical Alignment
Chapter Twenty: Predicting the Future of Learning and Instructional Design
Figure 20.1 Gartner's Hype Cycle
Figure 20.2 Time to Learning
List of Tables
Chapter One: An Overview of Instructional Design
Table 1.1 Factors Affecting Performance
Chapter Two: Conducting a Needs Assessment
Table 2.1 Myths and Cures
Table 2.2 Questions for Developing a Situation-Specific Needs Assessment Plan
Chapter Three: Collecting and Analyzing Data for Instructional Design Projects
Table 3.1 Comparing Quantitative and Qualitative Methods
Table 3.2 Quantitative versus Qualitative Methods: Myths and Reality
Table 3.3 Strengths and Weaknesses of Selected Data Collection Methods
Chapter Four: Identifying the Target Population and Environmental Characteristics
Table 4.1 Summary of Stages in the Classic Dalton, Thompson, and Price Model
Table 4.2 Important Cultural Questions
Table 4.3 Assessing Developmental Characteristics
Chapter Six: Analyzing the Potential Use of Existing and Emerging Technologies
Table 6.1 Authoring Tools
Table 6.2 Blended Learning Tools
Chapter 9: Designing Instructional Interventions
Table 9.1 Instructional Strategies and Tactics
Table 9.2 Instructional Events and the Conditions of Learning They Imply for the Five Types of Learned Capabilities
Chapter Thirteen: Designing Learning Assessments
Table 13.1 Behaviors Specified in Instructional Objectives and Corresponding Test Items
Chapter Fourteen: Evaluating Instructional and Noninstructional Interventions
Table 14.1 Interest in Evaluation by Stakeholder
Chapter Sixteen: Implementing Instructional and Noninstructional Interventions
Table 16.1 People-Resources Needed during the Instructional Design Process
Chapter Eighteen: Managing Partnerships and Collaborative Relationships
Table 18.1 A Model for Selecting Techniques to Establish and Maintain Rapport in Instructional Design Projects
Chapter Twenty: Predicting the Future of Learning and Instructional Design
Table 20.1 Implications of Neuroscience Research for ISD
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