The Handbook of Training Technologies: An Introductory Guide to Facilitating Learning with Technology -- From Planning Through Evaluation

by William J. Rothwell (The Pennsylvania State University); Marilynn N. Butler (St. John Fisher College); Daryl L. Hunt (MatrixOne, Inc.); Jessica Li; Cecilia Maldonado (University of Nevada); Karen Peters (Pennsylvania State University); With: D. J. K

• ISBN13: 9780787982256
• ISBN10: 0787982253
• Format: eBook
• Copyright: 2010-04-01
• Publisher: Pfeiffer

Summary

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 training¾the 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.

Table of Contents

List of Tables, Figures, Exhibits, and Worksheets

Contents of the Accompanying CD-ROM

Acknowledgments

Introduction: Making the Case for Technology-Assisted Training

Advance Assessment and Organizer

Getting Started with Technology-Assisted Training

Starting Out: Using the Instructional Systems Design (ISD) Model

Training and Instructional Systems Design

The ADDIE Model: A Guide to Instructional Systems Design

What Are the Steps in the ADDIE Model?

Benefits of Devoting Special Attention to Analysis and Design

Chapter Summary

Understanding the Framework of Technology-Assisted Training

Thinking About the Context of Technology-Assisted Training

Thinking About the Time and Place for Technology-Assisted Training

Thinking About Instructional Delivery Methods for Technology-Assisted Training

Using the Training Technology Framework

Chapter Summary

Using Project Management Methods to Oversee Technology-Assisted Training Interventions

Obstacles to Technology-Assisted Training Interventions

Getting Started on a Technology-Assisted Training Project

Scoping the Technology-Assisted Training Project

Scheduling the Technology-Assisted Training Project

Costing the Technology-Assisted Training Project

Gaining and Sustaining Senior Management Buy-In and Involvement in the Technology-Assisted Training Project

Resolving Training Project Conflicts and Risks

Overcoming Key Project Obstacles

Chapter Summary

Designing and Developing Technology-Assisted Training

Appreciating the Foundations: Computer-Mediated Communication

Using e-Mail in Technology-Assisted Training

Using Threaded Discussions in Technology-Assisted Training

Using Computer-Based Chats in Technology-Assisted Training

Using Group Support Systems in Technology-Assisted Training

Using Groupware in Technology-Assisted Training

Chapter Summary

Using Technology-Assisted Training in the Classroom

Using Data Projectors in Classroom Training

Using LCD, Plasma, and Video Wall Displays in Classroom Training

Using Electronic Whiteboards in Classroom Training

Using Document Cameras in Classroom Training

Using Interactive Group Response Systems in Classroom Training

Using Personal Digital Assistants, Cellular Telephones, and Other Mobile Devices in Classroom Training

Chapter Summary

Selecting Media and Building Trainer Competencies for Technology-Assisted Training

Classifying Presentation and Distribution Methods for Training

Selecting Media for Training: A Process and a Model

Understanding Special Media Terminology

Enacting Trainer Roles and Demonstrating Special Competencies

Chapter Summary

Designing Interactive Learning Activities

The Characteristics of Interactive Learning

Examples of Interactive Learning Activities

Building Interactivity into the Instructional Systems Design Process

Designing Online Interactive Learning Activities

Important Issues to Consider When Designing and Using Interactive Learning Activities

Chapter Summary

Delivering Technology-Assisted Training

Teleconferencing: Using Audioconferencing, Videoconferencing, and Videophones

Using Audioconferencing in Technology-Assisted Training

Using Videoconferencing in Technology-Assisted Training

Observing Good Etiquette in Audioconferencing and Videoconferencing

Using Videophones in Technology-Assisted Training

Chapter Summary

Using the Web: Webcasting, Web Conferencing, and Streaming Technology

Basic Internet Information and Terminology

Basic Information About Intranets and Extranets

Using Intranets and Extranets to Facilitate Learning

Understanding and Using Streaming Technology to Facilitate Learning

Using Virtual Web Meetings

Chapter Summary

Getting Started in e-Learning and Blended Learning

Defining the Terms

Making the Business Case for e-Learning and Blended Learning

Meeting Business Needs with e-Learning and Blended Learning

Dispelling the Myths About e-Learning and Blended Learning

Getting Started: Training the Trainer on e-Learning and Blended Learning

Chapter Summary

Delivering Online and Onsite Role Plays

Defining Role Play

Designing, Developing, and Delivering Technology-Assisted Role Plays

Chapter Summary

Delivering Online and Onsite Case Studies

Defining the Case Study

Nine Key Steps in Designing, Developing, and Delivering Online and Onsite Case Studies

Chapter Summary

Assessing and Evaluating Technology-Assisted Training

Evaluating Technology-Assisted Training: The Foundations

What Is Evaluation?

Distinguishing Between Assessment and Evaluation

What Does the Term Needs Assessment Mean?

Two Primary Types of Evaluation: Summative and Formative

Why Is Evaluation Necessary?

Who Is Involved in Evaluation?

What Is the Role of Evaluation in Technology-Assisted Training?

How Is Evaluation Conducted?

Focusing Evaluation Strategies: Identifying Data Collection Points

Six Issues to Consider in Evaluation

Chapter Summary

Evaluating Technology-Assisted Training: Ten Key Steps

Conducting Pretraining Evaluation

Conducting Concurrent Evaluation

Conducting Posttraining Evaluation

Next Steps: Where to Begin

Chapter Summary

Managing Learning Systems

Knowledge Management Systems

Content Management Systems

Learning Management Systems

Learning Content Management Systems

Electronic Performance Support Systems

Chapter Summary

Planning for the Future of Technology-Assisted Training

Planning for the Future

Predictions: What the Future Holds in Store

What the Future Will Mean for Trainers

What the Future Will Mean for Learners

A Final Word

Glossary of Terms

Technology Primer: What Do Trainers Need to Know About Hardware?

Technology Primer: What Do Trainers Need to Know About Software?

Technology Primer: What Do Trainers Need to Know About Databases?

Case Studies in Technology-Assisted Training

Learning Objects

New and Emerging Technologies

Selected Resources for Facilitating Learning with Technology

References

Index

About the Authors

About the Series Editors

About the Advisory Board Members

How to Use the CD-ROM

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