Trends and Issues in Instructional Design and Technology

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  • Edition: 1st
  • Format: Paperback
  • Copyright: 2002-01-01
  • Publisher: Prentice Hall
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Written by the leading figures in the field, this book clearly defines and describes the rapidly converging fields of instructional design, instructional technology, and performance technology. The book discusses the trends and issues that have affected the field in the past and present, and those trends and issues likely to affect it in the future. It includes writings from Walter Dick, Marcy Driscoll, Don Ely, Kent Gustafson, David Hawkridge, Mike Hannafin, John Keller, David Jonassen, David Merrill, Charlie Reigeluth, Rita Richey, Allison Rossett, Bob Reiser, and Jack Dempsey.

Table of Contents

Introduction 1(2)
Robert A. Reiser
John V. Dempsey
SECTION I Defining the Field 3(52)
What Field Did You Say You Were In? Defining and Naming Our Field
Robert A. Reiser
What Is Instructional Design?
Kent L. Gustafson
Robert M. Branch
A History of Instructional Design and Technology
Robert A. Reiser
SECTION II Learning: Foundations and Trends 55(66)
Psychological Foundations of Instructional Design
Marcy P. Driscoll
Epistemology and the Design of Learning Environments
Michael J. Hannafin
Janette R. Hill
Motivation and Performance
John M. Keller
Brenda C. Litchfield
Instructional Strategies and Learning Styles: Which Takes Precedence?
M. David Merrill
Integration of Problem Solving into Instructional Design
David Jonassen
SECTION III Performance Technology 121(74)
From Training to Training and Performance
Allison Rossett
EPSS: Visions and Viewpoints
Walter W. Wager
Jan McKay
Evaluation in Instructional Design: The Impact of Kirkpatrick's Four-Level Model
Walter Dick
Maximizing Training Investments by Measuring Human Performance
Eric Davidove
Instructional Project Management
Brenda C. Litchfield
John M. Keller
Adoption, Diffusion, Implementation, and Institutionalization of Instructional Design and Technology
Daniel W. Surry
Donald P. Ely
SECTION IV Trends and Issues in Various Settings 195(84)
Instructional Design in Business and Industry
Rita C. Richey
Gary R. Morrison
Current Trends in Military Instructional Design and Technology
Dee H. Andrews
Franklin L. Moses
Dennis Duke
Instructional Design and Technology in Health
Care Craig Locatis
Whistling in the Dark? Instructional Design and Technology in the Schools
Allison A. Carr-Chellman
Charles M. Reigeluth
Instructional Technology in Higher Education
Gayle Davidson-Shivers
Distance Learning and Instructional Design in International Settings
David Hawkridge
SECTION V New Directions in Instructional Design and Technology 279(66)
Instructional Design Online: Evolving Expectations
John V. Dempsey
Richard Van Eck
Integrating Web-Based Learning in an Educational System: A Framework for Implementation
Marshall G. Jones
Stephen W. Harmon
Deborah Lowther
Educational Multimedia
Simon Hooper
T. J. Reinartz
Emerging Instructional Technologies: The Near Future
John W. Jacobs
John V. Dempsey
The Future of Instructional Design
Kent L. Gustafson
SECTION VI Getting an IDT Position and Succeeding at It 345(42)
Getting an Instructional Design Position: Lessons from a Personal History
Robert A. Reiser
Getting a Job in Business and Industry
Robert K. Branson
Professional Organizations and Publications in Instructional Design and Technology
James D. Klein
Competence at a Glance: Professional Knowledge, Skills, and Abilities in the Field of Instructional Design and Technology
Karen L. Rasmussen
Epilogue 387(3)
Robert A. Reiser
John V. Dempsey
Author Biographies 390(9)
Index 399


This book is intended primarily for readers who plan to become, or who already are, professionals in the field of instructional design and technology. Many texts in this field focus on the skills needed by instructional designers and technologists. However, we believe that professionals in this field should be able to do more than just perform the skills associated with it. They should also 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. Together, the two editors of this book have a total of approximately forty years of experience teaching a course on trends and issues in instructional design and technology. Practically each time one of us has taught a course, we have revised it in some way to update the content and/or improve the instructional methods we have employed. Indeed, in both our cases, the trends and issues courses we teach today look very different, in terms of both content and instructional strategies, from the ones we taught ten years ago. Moreover, the changes we have made have resulted in each of us teaching a trends and issues course that students are very enthusiastic about, in terms of both what they learned and the ways in which they went about learning. In this volume, we have tried to incorporate the content and instructional strategies that have made our own trends and issues courses successful. Content This text, which includes chapters written by many of the leading figures in the field, is organized into six sections. The first section of the book, entitledDefining the Field,focuses on foundational issues. Terms such asinstructional technology, instructional design, instructional media, and instructional design and technology,each of which has long held different meanings to different people, are discussed and defined. The distinguishing features of the instructional design process are also described. Moreover, to enable readers to understand how the field has progressed, a history of the field is also presented. EntitledLearning: Foundations and Trends,the second section of the book describes the theories of learning and instruction that have long served as the basis for much of the practices in our field. It also discusses issues related to learner motivation, instructional strategies, and learning styles. This section also examines changing views of learning and instruction. It describes constructivism and situated learning theory, contrasts positivist and relativist views of learning and the design of instruction, and discusses the renewed interest in teaching problem-solving skills to learners. The third section of the book,Performance Technology,focuses on how the performance technology movement and related concepts, such as employing non-instructional solutions to solve performance problems and focusing on organizational results, have changed the nature of our field. Non-instructional solutions such as electronic performance support systems and knowledge management systems are described, and recent thinking in the areas of evaluation, return on investment, and diffusion and adoption are discussed. There are many types of settings in which instructional designers and technologists work. The fourth section of the book,Trends and Issues in Various Settings,focuses on the professional activities that are taking place in business and industry, the military, health care, public schools, higher education, and the international arena. The impact our profession has had on instruction, learning, and performance in each of these settings is discussed, as are suggestions for how we might increase that impact in the future. The fifth section,New Direction

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