Trends and Issues in Instructional Design and Technology
Published on 22. February 2002
Book
Paperback/Softback
415 pages
978-0-13-022297-8 (ISBN)
Description
For Introductory, Trends & Issues, Overview, and Foundations courses within the areas of educational technology/instructional technology, and instructional design.
Written by the leading figures in the field, this text clearly defines and describes the rapidly converging fields of instructional design, instructional technology, and performance technology. The text discusses the trends and issues that have affected the field in the past and present, and those trends and issues likely to affect it in the future. It incorporates a variety of instructional features that provide an excellent instructional framework for instructors and a strong learning support for students.
Written by the leading figures in the field, this text clearly defines and describes the rapidly converging fields of instructional design, instructional technology, and performance technology. The text discusses the trends and issues that have affected the field in the past and present, and those trends and issues likely to affect it in the future. It incorporates a variety of instructional features that provide an excellent instructional framework for instructors and a strong learning support for students.
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 234 mm
Width: 191 mm
Thickness: 22 mm
Weight
250 gr
ISBN-13
978-0-13-022297-8 (9780130222978)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Robert A. Reiser | John V. Dempsey
Trends and Issues in Instructional Design and Technology
Book
08/2006
2nd Edition
Pearson
€45.79
Article exhausted; check for reprint
Persons
John V. Dempsey is Professor and Chair of the Department of Behavioral Studies and Educational Technology and Director of the Online Learning Lab at the University of South Alabama. He has taught a Trends and Issues course for ten years. Dr. Dempsey has written numerous journal articles and chapters and coedited a book entitled Interactive Instruction and Feedback. A practicing instructional designer, he most recently completed an educational web site for the national weather service (NOAA) and is developing a series of educational CD-ROMs involving environmental education topics. Increasingly, his academic and professional interests focus on technology-based learning environments, but they are prone to drift hither and yon.
Robert A. Reiser is Professor in the Instructional Systems program at Florida State University. He joined the Florida State faculty in 1976, after getting his doctorate in educational technology from Arizona State University in 1975. He has written two books and more than forty journal articles on instructional design and technology. In recent years, his research interests have focused on techniques for evaluating educational software and examining and improving the planning practices of teachers. Dr. Reiser is currently the principal investigator on a Knight Foundation project designed to promote the use of technology as an integral part of instruction practices in middle schools. In 2000, he was the sole recipient of the University Distinguished Teacher Award, the highest teaching award at Florida State University.
Robert A. Reiser is Professor in the Instructional Systems program at Florida State University. He joined the Florida State faculty in 1976, after getting his doctorate in educational technology from Arizona State University in 1975. He has written two books and more than forty journal articles on instructional design and technology. In recent years, his research interests have focused on techniques for evaluating educational software and examining and improving the planning practices of teachers. Dr. Reiser is currently the principal investigator on a Knight Foundation project designed to promote the use of technology as an integral part of instruction practices in middle schools. In 2000, he was the sole recipient of the University Distinguished Teacher Award, the highest teaching award at Florida State University.
Content
I. DEFINING THE FIELD.
1. What Field Did You Say You Were In? Defining and Naming Our Field, Robert A. Reiser.
2. What Is Instructional Design?, Kent L. Gustafson and Robert Maribe Branch.
3. A History of Instructional Design and Technology, Robert A. Reiser.
II. LEARNING: FOUNDATIONS AND TRENDS.
4. Psychological Foundations of Instructional Design, Marcy P. Driscoll.
5. Epistemology and the Design of Learning Environments, Michael J. Hannafin and Janette R. Hill.
6. Motivation and Performance, John M. Keller and Brenda C. Litchfield.
7. Instructional Strategies and Learning Styles: Which Takes Precedence?, M. David Merrill.
8. Integration of Problem Solving into Instructional Design, David Jonnasen.
III. PERFORMANCE TECHNOLOGY.
9. From Training to Training and Performance, Allison Rossett.
10. EPSS: Visions and Viewpoints, Walter W. Wager and Jan McKay.
11. Evaluation in Instructional Design: The Impact of Kirkpatrick's Four-Level Model, Walter Dick.
12. Maximizing Training Investments by Measuring Human Performance, Eric Davidove.
13. Instructional Project Management, Brenda C. Litchfield and John M. Keller.
14. Adoption, Diffusion, Implementation, and Institutionalization of Instructional Design and Technology, Daniel W. Surry and Donald P. Ely.
IV. TRENDS AND ISSUES IN VARIOUS SETTINGS.
15. Instructional Design in Business and Industry, Rita C. Richey and Gary R. Morrison.
16. Current Trends in Military Instructional Design and Technology, Dee H. Andrews, Dennis S. Duke, and Franklin L. Moses.
17. Instructional Design and Technology in Health Care, Craig Locatis.
18. Whistling in the Dark? Instructional Design and Technology in the Schools, Allison A. Carr-Chellman and Charles M. Reigeluth.
19. Instructional Technology in Higher Education, Gayle Davidson-Shivers.
20. Distance Learning and ID in International Settings, David Hawkridge.
V. NEW DIRECTIONS IN INSTRUCTIONAL DESIGN AND TECHNOLOGY.
21. Instructional Design Online: Evolving Expectations, John V. Dempsey and Richard Van Eck.
22. Integrating Web-Based Learning in an Educational System: A Framework for Implementation, Marshall Jones, Stephen Harmon, and Deborah Lowther.
23. Educational Multimedia, Simon Hooper and T.J. Reinartz.
24. Emerging Instructional Technologies: The Near Future, John W. Jacobs and John V. Dempsey.
25. The Future of Instructional Design, Kent L. Gustafson.
VI. GETTING AN IDT POSITION AND SUCCEEDING AT IT.
26. Getting an Instructional Design Position: Lessons from a Personal History, Robert A. Reiser.
27. Getting a Job in Business and Industry, Robert K. Branson.
28. Professional Organizations and Publications in Instructional Design and Technology, James D. Klein.
29. Competence at a Glance: Professional Knowledge, Skills, and Abilities in the Field of IDT, Karen L. Rasmussen.
Endnote, Robert A. Reiser and John V. Dempsey.
Author Biographies.
1. What Field Did You Say You Were In? Defining and Naming Our Field, Robert A. Reiser.
2. What Is Instructional Design?, Kent L. Gustafson and Robert Maribe Branch.
3. A History of Instructional Design and Technology, Robert A. Reiser.
II. LEARNING: FOUNDATIONS AND TRENDS.
4. Psychological Foundations of Instructional Design, Marcy P. Driscoll.
5. Epistemology and the Design of Learning Environments, Michael J. Hannafin and Janette R. Hill.
6. Motivation and Performance, John M. Keller and Brenda C. Litchfield.
7. Instructional Strategies and Learning Styles: Which Takes Precedence?, M. David Merrill.
8. Integration of Problem Solving into Instructional Design, David Jonnasen.
III. PERFORMANCE TECHNOLOGY.
9. From Training to Training and Performance, Allison Rossett.
10. EPSS: Visions and Viewpoints, Walter W. Wager and Jan McKay.
11. Evaluation in Instructional Design: The Impact of Kirkpatrick's Four-Level Model, Walter Dick.
12. Maximizing Training Investments by Measuring Human Performance, Eric Davidove.
13. Instructional Project Management, Brenda C. Litchfield and John M. Keller.
14. Adoption, Diffusion, Implementation, and Institutionalization of Instructional Design and Technology, Daniel W. Surry and Donald P. Ely.
IV. TRENDS AND ISSUES IN VARIOUS SETTINGS.
15. Instructional Design in Business and Industry, Rita C. Richey and Gary R. Morrison.
16. Current Trends in Military Instructional Design and Technology, Dee H. Andrews, Dennis S. Duke, and Franklin L. Moses.
17. Instructional Design and Technology in Health Care, Craig Locatis.
18. Whistling in the Dark? Instructional Design and Technology in the Schools, Allison A. Carr-Chellman and Charles M. Reigeluth.
19. Instructional Technology in Higher Education, Gayle Davidson-Shivers.
20. Distance Learning and ID in International Settings, David Hawkridge.
V. NEW DIRECTIONS IN INSTRUCTIONAL DESIGN AND TECHNOLOGY.
21. Instructional Design Online: Evolving Expectations, John V. Dempsey and Richard Van Eck.
22. Integrating Web-Based Learning in an Educational System: A Framework for Implementation, Marshall Jones, Stephen Harmon, and Deborah Lowther.
23. Educational Multimedia, Simon Hooper and T.J. Reinartz.
24. Emerging Instructional Technologies: The Near Future, John W. Jacobs and John V. Dempsey.
25. The Future of Instructional Design, Kent L. Gustafson.
VI. GETTING AN IDT POSITION AND SUCCEEDING AT IT.
26. Getting an Instructional Design Position: Lessons from a Personal History, Robert A. Reiser.
27. Getting a Job in Business and Industry, Robert K. Branson.
28. Professional Organizations and Publications in Instructional Design and Technology, James D. Klein.
29. Competence at a Glance: Professional Knowledge, Skills, and Abilities in the Field of IDT, Karen L. Rasmussen.
Endnote, Robert A. Reiser and John V. Dempsey.
Author Biographies.