Trends and Issues in Instructional Design and Technology
3rd Edition
Published on 21. April 2011
Book
Paperback/Softback
408 pages
978-0-13-256358-1 (ISBN)
Description
Trends and Issues in Instructional Design and Technology, Third Edition,provides readers with a clear picture of the field of instructional design and technology, the trends and issues that have affected it in the past and present, and those trends and issues likely to affect it in the future. The text will prepare its readers to master the skills associated with IDT, clearly describe the nature of the field, familiarize themselves with the field's history and its current status, and describe recent trends and issues impacting on the field.
Written by the leading figures in the field with contributions from Elizabeth Boling, Richard Clark, Ruth Clark, Walter Dick, Marcy Driscoll, Michael Hannafin, John Keller, James Klein, David Jonassen, Richard Mayer, David Merrill, Charles Reigeluth, Marc Rosenberg, Allison Rossett, Sharon Smaldino, Harold Stolovitch, Brent Wilson, Robert Reiser, John Dempsey, and many others, this book clearly defines and describes the rapidly converging fields of instructional design, instructional technology, and performance technology. Previous editions of this book have received outstanding book awardsfrom the Association for Educational Communications and Technology (AECT), the AECT Division of Design and Development, and the International Society for Performance Improvement (ISPI).
The new edition features a plethora of updates including: eighteen new chapters, each of which focuses on an important recent trend or issue in the instructional design and technology (IDT) field:
An updated view of such topics as whole task approaches to instructional design, motivational design, models of evaluation, performance support and informal learning,
four new chapters addressing hot issues in IDT including ethics, diversity, accountability, the nature of the design process, and the appropriate amount of learner guidance that should be built into instruction;
coverage of What IDT Professionals Do which introduces students to the wide variety of settings in which IDT professionals can practice their craft;
a stronger emphasis and new research on how to design, deliver, and evaluate online instruction, with field-tested techniques for instructional design of online learning;
and four new and two revised chapters with coverage of technologies that are changing the nature of the IDT field including advances in such areas as e-learning, social networking, game-based learning, and virtual worlds.
Written by the leading figures in the field with contributions from Elizabeth Boling, Richard Clark, Ruth Clark, Walter Dick, Marcy Driscoll, Michael Hannafin, John Keller, James Klein, David Jonassen, Richard Mayer, David Merrill, Charles Reigeluth, Marc Rosenberg, Allison Rossett, Sharon Smaldino, Harold Stolovitch, Brent Wilson, Robert Reiser, John Dempsey, and many others, this book clearly defines and describes the rapidly converging fields of instructional design, instructional technology, and performance technology. Previous editions of this book have received outstanding book awardsfrom the Association for Educational Communications and Technology (AECT), the AECT Division of Design and Development, and the International Society for Performance Improvement (ISPI).
The new edition features a plethora of updates including: eighteen new chapters, each of which focuses on an important recent trend or issue in the instructional design and technology (IDT) field:
An updated view of such topics as whole task approaches to instructional design, motivational design, models of evaluation, performance support and informal learning,
four new chapters addressing hot issues in IDT including ethics, diversity, accountability, the nature of the design process, and the appropriate amount of learner guidance that should be built into instruction;
coverage of What IDT Professionals Do which introduces students to the wide variety of settings in which IDT professionals can practice their craft;
a stronger emphasis and new research on how to design, deliver, and evaluate online instruction, with field-tested techniques for instructional design of online learning;
and four new and two revised chapters with coverage of technologies that are changing the nature of the IDT field including advances in such areas as e-learning, social networking, game-based learning, and virtual worlds.
More details
Edition
3rd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 254 mm
Width: 203 mm
Weight
630 gr
ISBN-13
978-0-13-256358-1 (9780132563581)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Previous edition
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
Content
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
Section VII:
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
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
Section VII:
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