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Mastering the Instructional Design Process

Book Description

A comprehensive framework for effective real-world instructional design

Mastering the Instructional Design Process provides step-by-step guidance on the design and development of an engaging, effective training program. The focus on core competencies of instructional system design helps you develop your skills in a way that's immediately applicable to real-world settings, and this newly updated fifth edition has been revised to reflect the new IBSTPI Competencies and Standards for Instructional Design. With a solid foundation of researched and validated standards, this invaluable guide provides useful insight and a flexible framework for approaching instructional design from a practical perspective. Coverage includes the full range of design considerations concerning the learners, objectives, setting, and more, and ancillaries include design templates, PowerPoint slides, lecture notes, and a test bank help you bring these competencies to the classroom.

Instructional design is always evolving, and new trends are emerging to meet the ever-changing needs of learners and exploit the newest tools at our disposal. This book brings together the latest developments and the most effective best practices to give you a foolproof framework for successfully managing instructional design projects.

  • Detect and solve human performance problems
  • Analyze needs, learners, work settings, and work
  • Establish performance objectives and measurements
  • Deliver effective instruction in a variety of scenarios

Effective training programs don't just happen. Instructional design is a complex field, and practitioners must be skilled in very specific areas to deliver a training program that engages learners and makes the learning 'stick.' Mastering the Instructional Design Process is a comprehensive handbook for developing the skillset that facilitates positive training outcomes.

Table of Contents

  1. Title Page
  2. Copyright
  3. Dedication
  4. Preface to the Fifth Edition
  5. Acknowledgments
  6. About the International Board of Standards for Training, Performance, and Instruction
  7. Advance Organizer
    1. The Advance Organizer
    2. Scoring and Interpreting the Advance Organizer
  8. About This Book
    1. Why Is This Topic Important?
    2. What Can You Achieve with This Book?
    3. How Is This Book Organized?
    4. How Is the Fifth Edition Different from the Fourth Edition?
  9. Part One: Overview
    1. Chapter One: An Overview of Instructional Design
      1. Instructional Design: An Emerging Profession
      2. Instructional Design: Focused on Establishing and Maintaining Efficient and Effective Human Performance
      3. Instructional Design: Guided by a Model of Human Performance
      4. Instructional Design: Carried Out Systematically
      5. Instructional Design: Based on Open Systems Theory
      6. Instructional Design: Oriented to Finding and Applying the Most Cost-Effective Solutions to Human Performance Problems
      7. Criticisms of Traditional Instructional Approaches
  10. Part Two: Planning and Analyzing for Instructional Design
    1. Chapter Two: Conducting a Needs Assessment
      1. Defining Terms
      2. Steps in Developing Needs Assessment
      3. Developing a Needs Assessment Plan: A Case Study
      4. Solving Problems in Conducting Needs Assessments
      5. Identifying Instructional Problems
      6. Ethical Issues in Needs Assessment
    2. Chapter Three: Collecting and Analyzing Data for Instructional Design Projects
      1. The Nature of Data
      2. The Data Collection Process
      3. Data Analysis
    3. Chapter Four: Identifying the Target Population and Environmental Characteristics
      1. Selecting Learner Characteristics for Assessments
      2. Selecting Learner Characteristics: A Case Study Example
      3. When Should Learner Characteristics Be Assessed?
    4. Chapter Five: Using Analytical Techniques to Determine Instructional Content
      1. Identify Content Aligned with Needs Assessment Findings
      2. Elicit, Synthesize, and Validate Content from Subject Matter Experts
      3. Analyze Instructional Products to Determine the Adequacy of Content, Instructions, and Learning to Determine Content Coverage
      4. Determine Subordinate and Prerequisite Skills and Knowledge
      5. Analyze Content
    5. Chapter Six: Analyzing the Potential Use of Existing and Emerging Technologies
      1. E-Learning
      2. The Effectiveness of Today's Instructional Technology
  11. Part Three: Designing and Developing for Instructional Design
    1. Chapter Seven: Using an Instructional Design Process Appropriate for a Project
      1. Selecting or Creating an Instructional Design Process Based on the Project
      2. Modifying the Instructional Design Process as Project Parameters Change
      3. Describing a Rationale for the Selected, Created, or Modified Instructional Design Process
    2. Chapter Eight: Organizing Instructional Programs and/or Products
      1. Determine the Overall Scope of Instructional Programs
      2. Specify and Sequence the Anticipated Learning and Performance Outcomes
    3. Chapter 9: Designing Instructional Interventions
      1. Identifying Instructional Strategies Aligned with Instructional Goals and Anticipated Learning Outcomes
      2. Choosing an Appropriate Instructional Strategy
      3. Choosing Media and Delivery Methods
      4. Selecting Delivery Modes
      5. Appreciating the Learner's Perspective: A Brief Overview of Cognitive Strategies
      6. Using Appropriate Message, Visual, and Motivational Design Principles
      7. Accommodating Social, Cultural, Political, and Other Individual Factors Influencing Learning
    4. Chapter Ten: Planning Noninstructional Interventions
      1. Identifying Appropriate Noninstructional Interventions
      2. Feedback Options
      3. Job Performance Aids
      4. Reward Systems
      5. Employee Selection Practices
      6. Organizational Redesign
      7. Justifying Appropriate Noninstructional Interventions
      8. Creating Design Specifications for Noninstructional Interventions
    5. Chapter Eleven: Selecting or Modifying Existing Instructional Materials
      1. Selecting, Developing, or Modifying Instructional Materials
      2. Conducting Cost-Benefit Analyses to Decide Whether to Use or Modify Existing Materials
      3. Validating Selection or Modification of Existing Instruction
    6. Chapter Twelve: Developing Instructional Materials
      1. Developing Media Specifications
      2. Producing Instructional Materials in Various Delivery Formats
      3. Developing Materials Aligned with Content Analysis, Proposed Technologies, Delivery Methods, and Instructional Strategies
      4. Collaborating with Production Specialists
    7. Chapter Thirteen: Designing Learning Assessments
      1. Introduction
      2. An Overview of Steps in Preparing Instruments
      3. Constructing Reliable and Valid Methods of Assessing Learning and Performance
      4. Ensuring the Assessment Is Aligned with Instructional Goals, Anticipated Learning Outcomes, and Instructional Strategies
  12. Part Four: Evaluating and Implementing Instructional Design
    1. Chapter Fourteen: Evaluating Instructional and Noninstructional Interventions
      1. Purpose and Definitions of Evaluation
      2. Formative Evaluation
      3. Developing a Formative Evaluation Plan
      4. Four Major Approaches to Conducting Formative Evaluation
      5. Summative Evaluations
      6. Reporting Evaluation Results
      7. Creating the Report
      8. Disseminating the Report
    2. Chapter Fifteen: Revising Instructional and Noninstructional Solutions Based on Data
      1. Types of Revisions
      2. Gaining Stakeholder Support for Revisions
      3. Implementing Revisions to Delivery of Products/Programs
    3. Chapter Sixteen: Implementing Instructional and Noninstructional Interventions
      1. Creating a Vision for Change
      2. Planning for the Implementation and Dissemination of the Intervention
      3. Planning for Diffusion of the Intervention
      4. Encouraging and Achieving Adoption and Buy-In
      5. Compliance versus Gaining Commitment
      6. Monitoring Implementation, Dissemination, and Diffusion to Identify Potential Adjustments
      7. Taking Action on Deviations or Problems Surfaced through Monitoring
  13. Part Five: Managing Instructional Design
    1. Chapter Seventeen: Applying Business Skills to Managing the Instructional Design Function
      1. Where Instructional Design Fits into the Larger Organization
      2. Contributing to the Organizational Purpose and Strategy
      3. Implementing Standards
      4. Leveraging Internal and External Resources to Accomplish Project Goals and Objectives
      5. Managing Instructional Design Talent
      6. Marketing and Communicating about Instructional Design
      7. Navigating Organizational Culture, Structure, Politics, and Processes
    2. Chapter Eighteen: Managing Partnerships and Collaborative Relationships
      1. Identifying and Engaging Stakeholders
      2. Building Relations between Instructional Designers and Individuals or Group Members
      3. Managing Cross-Functional Teams
      4. Securing Commitment
      5. Conducting Project Reviews
    3. Chapter Nineteen: Planning and Managing Instructional Design Projects
      1. Unique Challenges Posed by Project Management
      2. Allocating Resources to Support the Project Plan
  14. Part Six: Predicting the Future of Instructional Design
    1. Chapter Twenty: Predicting the Future of Learning and Instructional Design
      1. Technological Advances to Improve Delivery and Design
      2. The Impact of Neuroscience Research on Instructional Systems Design
      3. A Final Word
  15. About the Authors
  16. References
    1. Index
  17. End User License Agreement