The Handbook of Training Technologies
An Introductory Guide to Facilitating Learning with Technology -- From Planning Through Evaluation
Published on 15. June 2012
Book
Paperback/Softback
208 pages
978-1-118-42683-8 (ISBN)
Description
This important resource offers an understanding of the basic principles that underlie training methods and the use of technology training in the workplace. The authors provide a primer for the four pervading and more advanced technologies used in business training-the Internet, computer-based training, knowledge management systems, and decision support tools. Appropriate for those who have little or no formal training in educational technology, this book addresses such topics as the decision to use, the pros and cons for using, and presentation strategies for media as varied as the Internet, teleconferencing, videoconferencing, satellite distance learning, and electronic performance support systems. Note: CD-ROM/DVD and other supplementary materials are not included as part of eBook file.
More details
Series
Language
English
Place of publication
United States
Publishing group
John Wiley & Sons Inc
Target group
Professional and scholarly
ISBN-13
978-1-118-42683-8 (9781118426838)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Persons
William J. Rothwell, Ph.D., is a professor of human resource development in the department of adult education, instructional systems, and workforce education and development in the College of Education at the University Park Campus of the Pennsylvania State University. Marilynn N. Butler, Ph.D., is dean of the School of Professional Studies and associate professor of business and human resources, Ursuline College, Pepper Pike, Ohio.
Daryl L. Hunt, Ph.D., is an information management consultant for MatrixOne Inc.
Jessica Li, Ph.D., is a clinical assistant professor in the department of education administration and human resource development at Texas A&M University, College Station, Texas.
Cecilia Maldonado, Ph.D., is an assistant professor at the University of Nevada, Las Vegas, in the department of educational leadership.?
Karen Peters, Ph.D., is the manager of instructional design at the Pennsylvania State University.
Daryl L. Hunt, Ph.D., is an information management consultant for MatrixOne Inc.
Jessica Li, Ph.D., is a clinical assistant professor in the department of education administration and human resource development at Texas A&M University, College Station, Texas.
Cecilia Maldonado, Ph.D., is an assistant professor at the University of Nevada, Las Vegas, in the department of educational leadership.?
Karen Peters, Ph.D., is the manager of instructional design at the Pennsylvania State University.
Content
List of Tables, Figures, Exhibits, and Worksheets xix Contents of the Accompanying CD-ROM xxiii
Acknowledgments xxv
Introduction: Making the Case for Technology-Assisted Training xxvii
Advance Assessment and Organizer xliii
PART1: Getting Started with Technology-Assisted Training
Chapter 1: Starting Out: Using the Instructional Systems Design (ISD) Model 3
Training and Instructional Systems Design 4
The ADDIE Model: A Guide to Instructional Systems Design 4
What Are the Steps in the ADDIE Model? 5
Benefits of Devoting Special Attention to Analysis and Design 9
Chapter Summary 25
Chapter 2: Understanding the Framework of Technology-Assisted Training 27
Thinking About the Context of Technology-Assisted Training 28
Thinking About the Time and Place for Technology-Assisted Training 30
Thinking About Instructional Delivery Methods for Technology-Assisted Training 32
Using the Training Technology Framework 33
Chapter Summary 35
Chapter 3: Using Project Management Methods to Oversee Technology-Assisted Training Interventions 37
Obstacles to Technology-Assisted Training Interventions 38
Getting Started on a Technology-Assisted Training Project 43
Scoping the Technology-Assisted Training Project 44
Scheduling the Technology-Assisted Training Project 48
Costing the Technology-Assisted Training Project 54
Gaining and Sustaining Senior Management Buy-In and Involvement in the Technology-Assisted Training Project 55
Resolving Training Project Conflicts and Risks 60
Overcoming Key Project Obstacles 61
Chapter Summary 67
PART 2: Designing and Developing Technology-Assisted Training
Chapter 4: Appreciating the Foundations: Computer-Mediated Communication 71
Using e-Mail in Technology-Assisted Training 72
Using Threaded Discussions in Technology-Assisted Training 73
Using Computer-Based Chats in Technology-Assisted Training 74
Using Group Support Systems in Technology-Assisted Training 76
Using Groupware in Technology-Assisted Training 77
Chapter Summary 79
Chapter 5: Using Technology-Assisted Training in the Classroom 81
Using Data Projectors in Classroom Training 82
Using LCD, Plasma, and Video Wall Displays in Classroom Training 93
Using Electronic Whiteboards in Classroom Training 94
Using Document Cameras in Classroom Training 96
Using Interactive Group Response Systems in Classroom Training 97
Using Personal Digital Assistants, Cellular Telephones, and Other Mobile Devices in Classroom Training 99
Chapter Summary 101
Chapter 6: Selecting Media and Building Trainer Competencies for Technology-Assisted Training 103
Classifying Presentation and Distribution Methods for Training 105
Selecting Media for Training: A Process and a Model 106
Understanding Special Media Terminology 110
Enacting Trainer Roles and Demonstrating Special Competencies 112
Chapter Summary 118
Chapter 7: Designing Interactive Learning Activities 121
The Characteristics of Interactive Learning 122
Examples of Interactive Learning Activities 124
Building Interactivity into the Instructional Systems Design Process 127
Designing Online Interactive Learning Activities 131
Important Issues to Consider When Designing and Using Interactive Learning Activities 134
Chapter Summary 136
PART3: Delivering Technology-Assisted Training
Chapter 8: Teleconferencing: Using Audioconferencing, Videoconferencing, and Videophones 139
Using Audioconferencing in Technology-Assisted Training 140
Using Videoconferencing in Technology-Assisted Training 146
Observing Good Etiquette in Audioconferencing and Videoconferencing 156
Using Videophones in Technology-Assisted Training 156
Chapter Summary 157
Chapter 9: Using the Web: Webcasting, Web Conferencing, and Streaming Technology 159
Basic Internet Information and Terminology 160
Basic Information About Intranets and Extranets 161
Using Intranets and Extranets to Facilitate Learning 162
Understanding and Using Streaming Technology to Facilitate Learning 163
Using Virtual Web Meetings 168
Chapter Summary 172
Chapter 10: Getting Started in e-Learning and Blended Learning 173
Defining the Terms 173
Making the Business Case for e-Learning and Blended Learning 174
Meeting Business Needs with e-Learning and Blended Learning 176
Dispelling the Myths About e-Learning and Blended Learning 177
Getting Started: Training the Trainer on e-Learning and Blended Learning 178
Chapter Summary 181
Chapter 11: Delivering Online and Onsite Role Plays 183
Defining Role Play 184
Designing, Developing, and Delivering Technology-Assisted Role Plays 186
Chapter Summary 193
Chapter 12: Delivering Online and Onsite Case Studies 195
Defining the Case Study 196
Nine Key Steps in Designing, Developing, and
Delivering Online and Onsite Case Studies 199
Chapter Summary 206
PART 4: Assessing and Evaluating Technology-Assisted Training
Chapter 13: Evaluating Technology-Assisted Training: The Foundations 211
What Is Evaluation? 213
Distinguishing Between Assessment and Evaluation 214
What Does the Term Needs Assessment Mean? 215
Two Primary Types of Evaluation: Summative and Formative 215
Why Is Evaluation Necessary? 217
Who Is Involved in Evaluation? 220
What Is the Role of Evaluation in Technology-Assisted Training? 220
How Is Evaluation Conducted? 222
Focusing Evaluation Strategies: Identifying Data Collection Points 230
Six Issues to Consider in Evaluation 231
Chapter Summary 235
Chapter 14: Evaluating Technology-Assisted Training: Ten Key Steps 237
Conducting Pretraining Evaluation 240
Conducting Concurrent Evaluation 243
Conducting Posttraining Evaluation 246
Next Steps: Where to Begin 256
Chapter Summary 259
Chapter 15: Managing Learning Systems 261
Knowledge Management Systems 261
Content Management Systems 262
Learning Management Systems 263
Learning Content Management Systems 264
Electronic Performance Support Systems 270
Chapter Summary 270
PART 5: Planning for the Future of Technology-Assisted Training
Chapter 16: Planning for the Future 273
Predictions: What the Future Holds in Store 274
What the Future Will Mean for Trainers 277
What the Future Will Mean for Learners 279
A Final Word 279
Glossary of Terms 281
Appendix A: Technology Primer: What Do Trainers Need to Know About Hardware? 305
Appendix B: Technology Primer: What Do Trainers Need to Know About Software? 311
Appendix C: Technology Primer: What Do Trainers Need to Know About Databases? 319
Appendix D: Case Studies in Technology-Assisted Training 325
Appendix E: Learning Objects 347
Appendix F: New and Emerging Technologies 361
Selected Resources for Facilitating Learning with Technology 371
References 489
Index 507
About the Authors 519
About the Series Editors 527
About the Advisory Board Members 531
How to Use the CD-ROM 533
Acknowledgments xxv
Introduction: Making the Case for Technology-Assisted Training xxvii
Advance Assessment and Organizer xliii
PART1: Getting Started with Technology-Assisted Training
Chapter 1: Starting Out: Using the Instructional Systems Design (ISD) Model 3
Training and Instructional Systems Design 4
The ADDIE Model: A Guide to Instructional Systems Design 4
What Are the Steps in the ADDIE Model? 5
Benefits of Devoting Special Attention to Analysis and Design 9
Chapter Summary 25
Chapter 2: Understanding the Framework of Technology-Assisted Training 27
Thinking About the Context of Technology-Assisted Training 28
Thinking About the Time and Place for Technology-Assisted Training 30
Thinking About Instructional Delivery Methods for Technology-Assisted Training 32
Using the Training Technology Framework 33
Chapter Summary 35
Chapter 3: Using Project Management Methods to Oversee Technology-Assisted Training Interventions 37
Obstacles to Technology-Assisted Training Interventions 38
Getting Started on a Technology-Assisted Training Project 43
Scoping the Technology-Assisted Training Project 44
Scheduling the Technology-Assisted Training Project 48
Costing the Technology-Assisted Training Project 54
Gaining and Sustaining Senior Management Buy-In and Involvement in the Technology-Assisted Training Project 55
Resolving Training Project Conflicts and Risks 60
Overcoming Key Project Obstacles 61
Chapter Summary 67
PART 2: Designing and Developing Technology-Assisted Training
Chapter 4: Appreciating the Foundations: Computer-Mediated Communication 71
Using e-Mail in Technology-Assisted Training 72
Using Threaded Discussions in Technology-Assisted Training 73
Using Computer-Based Chats in Technology-Assisted Training 74
Using Group Support Systems in Technology-Assisted Training 76
Using Groupware in Technology-Assisted Training 77
Chapter Summary 79
Chapter 5: Using Technology-Assisted Training in the Classroom 81
Using Data Projectors in Classroom Training 82
Using LCD, Plasma, and Video Wall Displays in Classroom Training 93
Using Electronic Whiteboards in Classroom Training 94
Using Document Cameras in Classroom Training 96
Using Interactive Group Response Systems in Classroom Training 97
Using Personal Digital Assistants, Cellular Telephones, and Other Mobile Devices in Classroom Training 99
Chapter Summary 101
Chapter 6: Selecting Media and Building Trainer Competencies for Technology-Assisted Training 103
Classifying Presentation and Distribution Methods for Training 105
Selecting Media for Training: A Process and a Model 106
Understanding Special Media Terminology 110
Enacting Trainer Roles and Demonstrating Special Competencies 112
Chapter Summary 118
Chapter 7: Designing Interactive Learning Activities 121
The Characteristics of Interactive Learning 122
Examples of Interactive Learning Activities 124
Building Interactivity into the Instructional Systems Design Process 127
Designing Online Interactive Learning Activities 131
Important Issues to Consider When Designing and Using Interactive Learning Activities 134
Chapter Summary 136
PART3: Delivering Technology-Assisted Training
Chapter 8: Teleconferencing: Using Audioconferencing, Videoconferencing, and Videophones 139
Using Audioconferencing in Technology-Assisted Training 140
Using Videoconferencing in Technology-Assisted Training 146
Observing Good Etiquette in Audioconferencing and Videoconferencing 156
Using Videophones in Technology-Assisted Training 156
Chapter Summary 157
Chapter 9: Using the Web: Webcasting, Web Conferencing, and Streaming Technology 159
Basic Internet Information and Terminology 160
Basic Information About Intranets and Extranets 161
Using Intranets and Extranets to Facilitate Learning 162
Understanding and Using Streaming Technology to Facilitate Learning 163
Using Virtual Web Meetings 168
Chapter Summary 172
Chapter 10: Getting Started in e-Learning and Blended Learning 173
Defining the Terms 173
Making the Business Case for e-Learning and Blended Learning 174
Meeting Business Needs with e-Learning and Blended Learning 176
Dispelling the Myths About e-Learning and Blended Learning 177
Getting Started: Training the Trainer on e-Learning and Blended Learning 178
Chapter Summary 181
Chapter 11: Delivering Online and Onsite Role Plays 183
Defining Role Play 184
Designing, Developing, and Delivering Technology-Assisted Role Plays 186
Chapter Summary 193
Chapter 12: Delivering Online and Onsite Case Studies 195
Defining the Case Study 196
Nine Key Steps in Designing, Developing, and
Delivering Online and Onsite Case Studies 199
Chapter Summary 206
PART 4: Assessing and Evaluating Technology-Assisted Training
Chapter 13: Evaluating Technology-Assisted Training: The Foundations 211
What Is Evaluation? 213
Distinguishing Between Assessment and Evaluation 214
What Does the Term Needs Assessment Mean? 215
Two Primary Types of Evaluation: Summative and Formative 215
Why Is Evaluation Necessary? 217
Who Is Involved in Evaluation? 220
What Is the Role of Evaluation in Technology-Assisted Training? 220
How Is Evaluation Conducted? 222
Focusing Evaluation Strategies: Identifying Data Collection Points 230
Six Issues to Consider in Evaluation 231
Chapter Summary 235
Chapter 14: Evaluating Technology-Assisted Training: Ten Key Steps 237
Conducting Pretraining Evaluation 240
Conducting Concurrent Evaluation 243
Conducting Posttraining Evaluation 246
Next Steps: Where to Begin 256
Chapter Summary 259
Chapter 15: Managing Learning Systems 261
Knowledge Management Systems 261
Content Management Systems 262
Learning Management Systems 263
Learning Content Management Systems 264
Electronic Performance Support Systems 270
Chapter Summary 270
PART 5: Planning for the Future of Technology-Assisted Training
Chapter 16: Planning for the Future 273
Predictions: What the Future Holds in Store 274
What the Future Will Mean for Trainers 277
What the Future Will Mean for Learners 279
A Final Word 279
Glossary of Terms 281
Appendix A: Technology Primer: What Do Trainers Need to Know About Hardware? 305
Appendix B: Technology Primer: What Do Trainers Need to Know About Software? 311
Appendix C: Technology Primer: What Do Trainers Need to Know About Databases? 319
Appendix D: Case Studies in Technology-Assisted Training 325
Appendix E: Learning Objects 347
Appendix F: New and Emerging Technologies 361
Selected Resources for Facilitating Learning with Technology 371
References 489
Index 507
About the Authors 519
About the Series Editors 527
About the Advisory Board Members 531
How to Use the CD-ROM 533