Trends and Issues in Instructional Design and Technology (What's New in Ed Psych / Tests & Measurements)

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. 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. Cover Title Page Copyright Page Contents Preface Introduction-Robert A. Reiser and John V. Dempsey SECTION I DEFINITION AND HISTORY OF THE FIELD Chapter 1 What Field Did You Say You Were In? Defining and Naming Our Field Robert A. Reiser Chapter 2 A History of Instructional Design and Technology Robert A. Reiser SECTION II INSTRUCTIONAL DESIGN MODELS Chapter 3 Characteristics of Foundational Instructional Design Models Robert Maribe Branch Chapter 4 SAM and Pebble-in-the-Pond: Two Alternatives to the ADDIE Model Michael W. Allen and M. David Merrill Chapter 5 The Successive Approximation Model (SAM): A Closer Look Michael W. Allen SECTION III THEORIES AND MODELS OF LEARNING AND INSTRUCTION Chapter 6 Psychological Foundations of Instructional Design Marcy P. Driscoll Chapter 7 Constructivism for Active, Authentic Learning Brent G. Wilson Chapter 8 The Learning Sciences: Where They Came from and What It Means for Instructional Designers Christopher Hoadley and James P. Van Haneghan Chapter 9 Motivation, Volition, and Performance John M. Keller and Markus Deimann SECTION IV EVALUATING AND MANAGING INSTRUCTIONAL PROGRAMS AND PROJECTS Chapter 10 Evaluation in Instructional Design: A Comparison of the Major Evaluation Models R. Burke Johnson and Angelia Bendolph Chapter 11 Measuring the Return on Investment (ROI) in Technology-Based Learning Jack J. Phillips, Patricia P. Phillips, and Hope Nicholas Chapter 12 An Introduction to Learning Analytics Beth Dietz, Janet E. Hurn, Thomas A. Mays, and David Woods Chapter 13 Onsite and Virtual Project Management Brenda C. Litchfield SECTION V PERFORMANCE IMPROVEMENT Chapter 14 The Development and Evolution of Human Performance Improvement Harold D. Stolovitch Chapter 15 Performance Support Marc J. Rosenberg Chapter 16 Informal Learning Saul Carliner SECTION VI IDT IN VARIOUS SETTINGS Chapter 17 Instructional Design in Business and Industry- Monica W. Tracey and Gary R. Morrison Chapter 18 Instructional Design Opportunities in Military Education and Training Environments Mary F. Bratton-Jeffery Chapter 19 Performance, Instruction, and Technology in Health Care Education Craig Locatis Chapter 20 Integrating Technology into K–12 Education Anne Ottenbreit-Leftwich and Thomas Brush Chapter 21 Instructional Design in Higher Education Brenda C. Litchfield Chapter 22 Instructional Design in Europe: Trends and Issues Jeroen J. G. van Merrienboer, Begoña Gros, and Helmut Niegemann Chapter 23 Instructional Design and Technology in an Asian Context: Focusing on Japan and Korea Katsuaki Suzuki and Insung Jung SECTION VII GETTING AN IDT POSITION AND SUCCEEDING AT IT Chapter 24 Getting an Instructional Design Position: Lessons from a Personal History Robert A. Reiser Chapter 25 Performance Consulting Catherine Tenzca and Judith Hale Chapter 26 Getting Involved in Instructional Design and Technology: Recommendations for Professional Development James D. Klein and Nick Rushby SECTION VIII TECHNOLOGY AND LEARNING Chapter 27 E-Learning and Instructional Design John V. Dempsey and Richard N. Van Eck Chapter 28 Social Media and Instructional Design Vanessa P. Dennen Chapter 29 Mobile Learning Clark Quinn Chapter 30 The Emergence and Design of Massive Open Online Courses Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds Chapter 31 Using Rich Media Wisely Ruth Colvin Clark and Richard E. Mayer SECTION IX INSTRUCTIONAL STRATEGIES Chapter 32 Social Interdependence Theory and the Design of High-Quality Learning Experiences David W. Johnson and Roger T. Johnson Chapter 33 Leveling Up: Game Design Research and Practice for Instructional Designers Richard Van Eck, Valerie J. Shute, and Lloyd Rieber Chapter 34 Problem-Based Learning: Essential Design Characteristics Peggy A. Ertmer and Krista D. Glazewski Chapter 35 Keep It Real: The Benefits of Authentic Tasks in Contemporary Learning Environments Jan Herrington and Thomas C. Reeves SECTION X CURRENT ISSUES IN INSTRUCTIONAL DESIGN AND TECHNOLOGY Chapter 36 Professional Ethics: Rules Applied to Practice- Sharon E. Smaldino, J. Ana Donaldson, and Mary Herring Chapter 37 Diversity and Accessibility Joél Lewis and Stephen Sullivan Chapter 38 The Evolving Economics of Educational Materials and Open Educational Resources: Toward Closer Alignment with the Core Values of Education David Wiley, PhD Chapter 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 "Trends and Issues in Instructional Design and Technology, Fourth edition, provides readers with a clear picture of instructional design and technology, exploring themes that have affected the field in the past and present, and those likely to affect it in the future. By examining the field's evolution through trends and issues, and offering clear descriptions of the field's nature, this award-winning book will prepare its readers to master the skills associated with instructional design and technology. Each chapter is written by leading figures in the field of instructional design and technology. These individuals include: Michael Allen, Tom Brush, Curt Bonk, Ruth Clark, Marcy Driscoll, Peg Ertmer, Judy Hale, Jane Herrington, David & Roger Johnson, John Keller, Jim Klein, Richard Mayer, David Merrill, Clark Quinn, Tom Reeves, Marc Rosenberg, Sharon Smaldino, Harold Stolovitch, Jeroen van Merrienboer, David Wiley, Brent Wilson, and many others."--Page 4 de la couverture Trends and Issues in Instructional Design and Technology, Fourth edition, provides readers with a clear picture of instructional design and technology, exploring themes that have affected the field in the past and present, and those likely to affect it in the future. By examining the field's evolution through trends and issues, and offering clear descriptions of the field's nature, this award-winning book will prepare its readers to master the skills associated with instructional design and technology. Each chapter is written by leading figures in the field of instructional design and technology. These individuals include: Michael Allen, Tom Brush, Curt Bonk, Ruth Clark, Marcy Driscoll, Peg Ertmer, Judy Hale, Jane Herrington, David & Roger Johnson, John Keller, Jim Klein, Richard Mayer, David Merrill, Clark Quinn, Tom Reeves, Marc Rosenberg, Sharon Smaldino, Harold Stolovitch, Jeroen van Merrienboer, David Wiley, Brent Wilson, and many others. -- from back cover Trends and Issues in Instructional Design and Technology is intended to provide 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. Professionals in the field need to be able to do more than just perform the skills associated with IDT. They need to be able to clearly describe the nature of the field, be familiar with the field's history and its current status, and be able to describe recent trends and issues that are having, or are likely to have, an impact on the field. The purpose of this book is to help readers attain these goals. - Publisher.