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Trends and Issues in Instructional Design and Technology 4th Edition by Robert Reiser, ISBN-13: 978-0134235462

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Trends and Issues in Instructional Design and Technology 4th Edition by Robert Reiser, ISBN-13: 978-0134235462

[PDF eBook eTextbook]

  • Publisher: ‎ Pearson; 4th edition (January 3, 2017)
  • Language: ‎ English
  • 368 pages
  • ISBN-10: ‎ 0134235460
  • ISBN-13: ‎ 978-0134235462

For courses in Instructional Design, Instructional Technology, or Computer-Based Instructional Design.

Immerses students in the field and provides a strong foundation for future careers.

In order to be successful in their field, professionals must go beyond performing the skills associated with Instructional Design and Technology (IDT); they must recognize current and future trends likely to impact the field and envision how to employ them. Trends and Issues in Instructional Design and Technology, Fourth Edition helps students and future practitioners attain these goals. It defines the IDT field, the historical events that have resulted in current-day areas of focus, and the theories of learning and instruction upon which practices are based. Emerging technologies, strategies to improve teaching and learning environments, and current practices in a wide variety of settings are among the many topics discussed in depth. Previous editions of this acclaimed text won numerous awards from the Association for Educational Communications and Technology and the International Society for Performance Improvement.

Table of Contents:

I. DEFINITION AND HISTORY OF THE FIELD

1. What Field Did You Say You Were In? Defining and Naming Our Field — Robert A. Reiser

2. A History of Instructional Design and Technology — Robert A. Reiser

II. INSTRUCTIONAL DESIGN MODELS

3. Characteristics of Foundational Instructional Design Models — Robert Maribe Branch

4. SAM and Pebble-in-the-Pond: Two Alternatives to the ADDIE Model — Michael W. Allen and M. David Merrill

5. The Successive Approximation Model (SAM): A Closer Look — Michael W. Allen

III. THEORIES AND MODELS OF LEARNING AND INSTRUCTION

6. Psychological Foundations of Instructional Design — Marcy P. Driscoll

7. Constructivism for Active, Authentic Learning — Brent G. Wilson

8. The Learning Sciences: Where They Came from and What It Means for Instructional Designers — Christopher Hoadley and James P. Van Haneghan

9. Motivation, Volition, and Performance — John M. Keller and Markus Deimann

IV. EVALUATING AND MANAGING INSTRUCTIONAL PROGRAMS AND PROJECTS

10. Evaluation in Instructional Design: A Comparison of the Major Evaluation Models — R. Burke Johnson and Angelia Bendolph

11. Measuring the Return on Investment (ROI) in Technology-Based Learning — Jack J. Phillips, Patricia P. Phillips, and Hope Nicholas

12. An Introduction to Learning Analytics — Beth Dietz, Janet E. Hurn, Thomas A. Mays, and David Woods

13. Onsite and Virtual Project Management — Brenda C. Litchfield

V. PERFORMANCE IMPROVEMENT

14. The Development and Evolution of Human Performance Improvement — Harold D. Stolovitch

15. Performance Support — Marc J. Rosenberg

16. Informal Learning — Saul Carliner

VI. IDT IN VARIOUS SETTINGS

17. Instructional Design in Business and Industry — Monica W. Tracey and Gary R. Morrison

18. Instructional Design Opportunities in Military Education and Training Environments — Mary F. Bratton-Jeffery

19. Performance, Instruction, and Technology in Health Care Education — Craig Locatis

20. Integrating Technology into K–12 Education — Anne Ottenbreit-Leftwich and Thomas Brush

21. Instructional Design in Higher Education — Brenda C. Litchfield

22. Instructional Design in Europe: Trends and Issues — Jeroen J. G. van Merrienboer, Begoña Gros, and Helmut Niegemann

23. Instructional Design and Technology in an Asian Context: Focusing on Japan and Korea — Katsuaki Suzuki and Insung Jung

VII. GETTING AN IDT POSITION AND SUCCEEDING AT IT

24. Getting an Instructional Design Position: Lessons from a Personal History — Robert A. Reiser

25. Performance Consulting –Catherine Tenzca and Judith Hale

26. Getting Involved in Instructional Design and Technology: Recommendations for Professional Development —

James D. Klein and Nick Rushby

VIII. TECHNOLOGY AND LEARNING

27. E-Learning and Instructional Design — John V. Dempsey and Richard N. Van Eck

28. Social Media and Instructional Design –Vanessa P. Dennen

29. Mobile Learning — Clark Quinn

30. The Emergence and Design of Massive Open Online Courses 250 –Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds

31. Using Rich Media Wisely — Ruth Colvin Clark and Richard E. Mayer

IX. INSTRUCTIONAL STRATEGIES

32. Social Interdependence Theory and the Design of High-Quality Learning Experiences –David W. Johnson and Roger T. Johnson

33. Leveling Up: Game Design Research and Practice for Instructional Designers — Richard Van Eck, Valerie J. Shute, and Lloyd Rieber

34. Problem-Based Learning: Essential Design Characteristics — Peggy A. Ertmer and Krista D. Glazewski

35. Keep It Real: The Benefits of Authentic Tasks in Contemporary Learning Environments — Jan Herrington and Thomas C. Reeves

X. CURRENT ISSUES IN INSTRUCTIONAL DESIGN AND TECHNOLOGY

36. Professional Ethics: Rules Applied to Practice — Sharon E. Smaldino, J. Ana Donaldson, and Mary Herring

37. Diversity and Accessibility — Joél Lewis and Stephen Sullivan

38. The Evolving Economics of Educational Materials and Open Educational Resources: Toward Closer Alignment with the Core Values of Education — David Wiley, PhD

39. Changing Conceptions of Design — Elizabeth Boling and Kennon M. Smith

Epilogue — Robert A. Reiser and John V. Dempsey

Author Biographies

Author Index

Subject Index

Robert A. Reiser is Associate Dean for Research, a Distinguished Teaching Professor, and the Robert M. Morgan Professor of Instructional Systems in the College of Education at Florida State University.

John V. Dempsey is the founding Director of the Innovation in Learning Center and former Professor of Instructional Design and Development at the University of South Alabama.

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